Triangular trade :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Slaves and slave trade has been an important part of history for a very long time. In the years of the British thirteen colonies in North America, slaves and slave trade was a very important part of its development. It even carried on to almost 200 years of the United States history. The slave trade of the thirteen colonies was an important part of the colonies as well as Europe and Africa. In order to supply the thirteen colonies efficiently through trade, Europe developed the method of triangular trade. It is referred to as triangular trade because it consists of trade with Africa, the thirteen colonies, and England. These three areas are commonly called the trades â€Å"three legs.†   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The first leg of this trade was merchants from Europe bringing refined goods to Africa to trade for slaves. The merchants traded with chiefs and high authority leaders. The chiefs pretty much could and would trade whomever they pleased, there was no restriction regarding who the slaves were.   Ã‚  Ã‚  Ã‚  Ã‚  On the second leg of this trade slaves were transported to the West Indies, this leg was called the middle passage. This part was horrible for the slaves. About 50% of all the slaves on one ship would not make it to the West Indies because of disease or brutal mistreatment. Hundreds of men, woman and children were cramped together for most of the journey, occasionally able move an almost decent amount.   Ã‚  Ã‚  Ã‚  Ã‚  On the third leg of the journey slaves were traded for sugar, molasses and other products. Those products were shipped to Europe or other European colonies in the Americas. The slaves in the West Indies were then sold to whomever wanted to buy some.

The Day My Life Changed Essay -- essays papers

The Day My Life Changed I stepped through the door to my grandmother and grandfather's home without even a knock. My grandpa looked up from the television he was watching, from his cozy comer chair. He had a head of snowy white hair gleaming in the room. Over his broad body, hung a navy blue dress shirt and a fuzzy cardigan sweater. He wore slacks, held up awkwardly by a belt, allowing his small potbelly to hang over it. His face showed the years of worry and stress, and his white bushy eyebrows and growing second chin showed his old age. His smile greeted me. As I drew close to him, his aging arms reached out and wrapped around my body and pulled me into a warm loving hug. As he released me from the hug, I said, "Grandpa, I have some news I want you to hear" as I plopped down in the chair beside him. "I wanted to let you know that I am getting married," I told him. The room was left in a dead silence, frozen for a brief period of time, as we recovered from the intensity of the news I had brought him. Reaching for the remote to turn off the television, my grandfather looked at me. Before he could say a word, the excitement of an unseen grandmother came from the kitchen. Both our eyes looked toward the cheerful light and the sounds of my grandmother's excitement As the excitement faded away, his eyes turned toward mine. Awaiting his comments, my eyes were open wide. Excitement had filled my body, because of the news I had just brought him. "Wonderful, go ahead...

Theme of Power in Harold Pinters The Homecoming :: Harold Pinter Homecoming Essays

The Theme of Power in The Homecoming Author: Sarah Marchant In Harold Pinter's "The Homecoming" one of the important themes is power. Many of the characters try to exert power. Many of the characters try to exert power over others through various means such as sexuality and intelligence. The use of violence within the household is believed by the men to be the most important tool of power. However, when Ruth, the only woman in the play, enters, she appears to defeat the men's power, but not with violence. Her sexuality and apparent intelligence become part of the way in which she takes control of the house. Power itself is the ability to take control and exert authority over others. Violence is a physical form of this. It usually takes the form of a display of force and this could be an unjust or even unlawful action. There could be a use of violent language or an element of threatened violence. However, the degree of power this holds is determined by the reaction of those threatened, or whether or not anything comes of the threat. Teddy introduces his wife, Ruth, into his childhood home that is a scene of tense threats and reports of violence - both sexual and physical. As soon as the play begins there is conflict between Lenny and his father, Max. Having been insulted by Lenny, Max threatens him with his stick, saying "Don't you talk to me like that. I'm warning you". However, nothing comes of this threat. The only element of power that can be inferred comes from the way in which Lenny makes no response. Perhaps he has previous experience of Max's anger, or it could be that both parties know that there is no point in pursuing the matter. The power that is expected to come with a threat is non-existent in this household as the threats are well-worn and always empty. Max demands that Teddy and Ruth leave his house, yet by the end of the play, he is sobbing and yearning for attention from Ruth. The insults and derogatory terms used within the family are not so much an element of power as a way of life. As there is no real mother figure within the household, the men have lapsed into a way of life in which they can show no affection to each other. Instead they insult each other in ways usually reserved for women: "bitch" and "slag".

Industry Trends in Charter Schools

Industry Trends A charter schools is a new or converted public schools that are started by parents seeking another alternative to other existing schools in the area. Charter schools have been developed to serve a particular mission such as on art, or with a particular ethnic emphasis. Charter schools are still public schools. However, there is strict accountability to maintain high standards and charter schools are given freedom from many of the regulations that apply to other public schools, which allows for greater flexibility and innovation in the classroom (INCS).Charter schools are helping in closing the achievement gap that often happen in traditional public schools. They are raising the bar of what is possible and what should be expected in public education. Charter schools are effective for lower income and lower achieving students and aide in shattering low expectations and breaking through long-standing barriers that have prevented large numbers of students from underserved communities from achieving educational success. Studies have been shown some show charters outperforming traditional public schools.Compared to students in the matched public school, charter students are 5. 2 percent more likely to be proficient in reading and 3. 2 percent more likely to be proficient in math on their state's exams (Hoxby, p. 1). One of the many benefits of transforming to a charter schools is to be provide educational alternatives to families that would otherwise have no ability to choose a school. Middle-income families in the United States typically choose a school by choosing their residence and they often enjoy substantially freedom of choice.High-income families can choose a school by choosing residence in affluent neighborhoods whose property taxes also aide in financing schools in addition to state funds or they can afford to pay private school tuition. Thus, they can often choose over a variety of public and private schools. Low income families typically h ave little ability to choose a school and the property taxes which are usually low fund the school. Meaning limits on choice are few (Hoxby p. 18).Charter schools which are held to the same standards as public schools must take the same tests that are yielded to students in traditional public schools. However, accountability is different, tougher and parents are held accountable as well due to mandatory parental involvement. Parents that are vigorously involved in their child’s education will do better academically. Charter Schools offer parents in addition to board members and superintendent the chance to create schools that reflect their visions for their child’s education. Current IssuesSome educators feel that charter schools are not effective and have not been around long enough to prove if they are actually efficient. Cohen feels that they are performing worse than most traditional public schools even with all the funding they receive. The reasoning behind this i s due to inconsistency in staff because of the high turnover which can be equivalent to some traditional schools in poverty stricken neighborhoods. As she said, â€Å"all schools have their deficiencies, additional monies that charter schools receive could go to improve traditional public school educational reform† (Cohen).There are many educators who are for charter schools as stated by Jefferson Morales who claims â€Å"charter schools have the greatest chance to thrive when working collectively with administrators, teachers, students and parents which are all stakeholders in making sure that academic success is obtained. He also expresses that charters adhere to safe and systematic environment that is conducive to learning. It also allows for individualized instruction because the class sizes are smaller than traditional public schools, charters value quality teaching from great teachers of all walks of life.The curriculum is content-rich that is proven by research based instructional practices, teachers attend effective professional development seminars and charter schools have higher parental involvement† (Morales). Competiveness Those who back charter schools believe that charters create competition in the educational market, requiring traditional public schools to improve. Critics do not believe that competition encourages positive results and are concerned that the flowing of funds to charter schools will lessen the performance of traditional public schools and in so doing hurt students in traditional school settings.Zimmer and Gill, et al. , (2009) states studies that have examined systemic effects have used school level measures of competition, such as the distance from the charter school to nearby public schools or the proportion of the district’s students who are enrolled in charter schools. Hoxby (2002) and Bettinger (2005) used school-level outcomes to estimate competitive effects, while Holmes, DeSimone, and Rupp (2003); Bif ulco and Ladd (2006); Sass (2006); and Booker, Gilpatric, et al. (2005) used student-level data for more-refined analyses of competition in, North Carolina, Florida, and Texas.Generally, these studies found small, positive competitive effects or no effects on students in nearby traditional public schools (p. 77). Although studies have provided for understanding of the competiveness of charters and traditional schools the effects may differ across states and laws for two reasons. Zimmer (2010) First, there is considerable variation across the country in the extent to which school-district enrollments are growing or shrinking. In rapidly growing districts charter schools may act more like a release valve than a source of competitive pressure.Second, the specific details of charter laws and policies may determine the extent to which school districts feel competitive pressure. For example, states may have laws, in which districts do not lose the money when a student transfers to a chart er school, which in turn traditional schools do not have to compete for funding incentives for students (p. 79). For, instance there can only be 75 charter schools created in Chicago and 45 outside of Chicago. Laws governing charter schools in a state may require only so many schools which can restrict the competiveness between traditional and charter schools.Budgeting/Financing According to Illinois Network of Charter Schools, charters can seek and receive funding from several sources including individuals, businesses, fundraising and foundations. In addition, the U. S. Department of Education and the Walton Family Foundation each offers grants for starting charters. The Walton Family Foundation funding helps with the startup and planning of charter school. WFF currently offers three types of Startup Grants (INCS). †¢Pre-Authorization:$30,000 Maximum †¢Post-Authorization:$220,000 Maximum †¢Combination Startup: $250,000 MaximumThe Charter School Program which is a fed eral program provides up to 36 months of funding to charter schools from the time they submit a complete charter application through their second year of operations. CSP offers two ways that a charter can receive funds (INCS). †¢Through State Education Agencies †¢Directly to Charter Schools These funds will serve to assist new charter schools during the critical detailed planning stages and initial start-up of operations through pre-charter planning, program design, and initial start-up of operations through pre-charter planning, program design, and implementation grants (ISBE).In addition to the other options mentioned in funding the converted charter the district spent 9,517 per student. Converting to a charter will allow for more funds to be spent per child as compared to other districts that spend $12,000-$15,000 per student. This will greatly influence resources and training need to assist in the school meeting AYP. Under the No Child Left Behind law, schools are meas ured by how well students are doing. If students continue not to meet expectations it can result in teachers being replaced or the school closes. Operating Expenses Students (Traditional)The following charts show funding sources that District currently receives. Converting to a charter school would provide additional funding for improving districts Obtained from ISBE Recommendations Charter Schools are product of educational reform; Jordan Middle School is public school located in Chicago, IL this educational institution services African American and Hispanic children in grades 6th-8th. The school has been not made Adequate Yearly Progress (AYP) in four years. Yes, scores have been increasing yearly but has not meet state requirements as of today.If requirements are not meet in the fifth year Illinois State Board of Education will come in and take over the school. As shown in the chart below only 70. 9% of students out of 534 are meeting the Illinois Standardized Assessment Test. Th e ISAT score for the state is 82. 0% (ISBE). Teachers and parents are requesting that the School District convert the middle school to a charter school. Under the No Child Left Behind (NCLB) law, all schools are encouraged to have very high participation rates on their state’s exam in order to make Adequate Yearly Progress.Transforming the middle school from a public school to charter school will provide an opportunity to implement school-level reform and support new innovations which will improve student learning and assist in meeting AYP. The Superintendent and Board Members can work with charter school requesters to suggest mechanisms that will line up the petition and the district’s goals and vision for student learning. This chart was obtained by Illinois Interactive Report Card shows ISAT score for 2011 which indicates that the middle school did not meet AYP. References http://iirc. niu. edu/District. aspx? istrictid=07016143502011) http://incschools. org/start_a _charter/startupfunding/ Hoxby, M. Caroline. (December, 2004). Achievement in charter schools and regular public schools in the united states understanding the differences (pg. , 1 & 18). Retrieved on January 1, 2012 from http://www. vanderbilt. edu/schoolchoice/downloads/papers/hoxby2004. pdf J. Cohen (personal communication, December 16, 2011 J. Morales (personal communication, November 20, 2011) Zimmer, R. , Gill, B. , Lavertu S. , Sass, T. , & White, B. (2009) Charter schools in eight states: effects on achievement, attainment, integration and competition. RAND Corporation, 77.

Guns and Gun Control

Gun control has been one of the biggest topics facing our nation aside from abortion and homosexual marriages. There are so many different angles and arguments that surround it, its no wonder a definite decision can not be made. Violent crimes remain one of the most serious problems in the United States, in many of the violent crimes committed guns are used but an actual link between the two remains pretty unclear. Studies generally find no relationship at the ecological level between gun availability and nonfatal violent crime rates, but do find a small relationship between gun availability and homicides†¦Ã¢â‚¬â„¢ ‘Perhaps the most important question in the gun control debate is whether handgun ownership by law-abiding citizens raises or lowers their risk of becoming violent crime victims. ’ (Barkan, 2007, p. 93) For those opposing gun control, they believe taking away the right to carry a gun would leave them more vulnerable to become victims of crime however thos e supporting gun control believe that if gun use was effectively controlled, there would be less crime. Media does not help in this constant debate since many feel as though outlets such as TV shows, movies and games promote violence especially in youth. However in studies where children were observed before and after viewing violent shows on TV, they did become more aggressive meaning there is a correlation between watching TV and acts of aggression but that connection doesn’t necessarily mean watching that particular show caused it to happen. Meaning a child acting out in violence could have been acting out on his aggression but not because he saw it happen. A conservative conclusion is that mass media violence has a small effect on real-life violence that is eclipsed by other influences†¦ we should remain skeptical of mass media effects until the empirical evidence becomes compelling†¦Ã¢â‚¬â„¢ (Barkan, 2007, pp. 290-291) In 1999 Martin O’Malley was elected as mayor of Baltimore, MD. At this time I also resided in Maryland as a sophomore in High School. Mayor O’Malley changed the focus of how public safety would be handled since crime was so high in the urban communities especially in the downtown are as of Baltimore. It was during this time he stressed the importance of neighborhoods and authorities pulling together to reduce crime and violence which turned out a 40% reduction in violent crime. (Maryland, 2009) The fact that he was able to get such a tough community to work together with officials to take charge of an ever growing crime rate is something that should be admired and mirrored throughout other states. To cut back on the types of firearms used in today’s streets I believe would start from the source, gun shows and or shops. My suggestion to control the types used every applicant must go through a very thorough background search as well as an interview with a law enforcement official to see if they are competent enough to own a firearm. From there I think a class should be offered to all individuals as well as a mandatory waiting period of at least a month. Heavy artillery weapons should not be issued to anyone other than those with certain clearances, military or otherwise since they are not needed unless they are being fired at by insurgents. As far as where I stand on the issue of gun control, I believe everyone has the right to bear arms as it’s stated in the 2nd amendment of the U. S. Constitution. I also fully believe in the slogan ‘guns don’t kill people; people kill people’ however those that are supportive of gun control possess a very strong argument when they state that if handguns were controlled effectively, it could possibly reduce the number or homicides and violent crimes. An example of this would be ‘†¦in 1975 Washington D. C. , banned the sale and possession of handguns. Gun crimes there decreased, especially for homicides resulting from family and acquaintance disputes. More generally, gun homicides and gun suicides decreased†¦Ã¢â‚¬â„¢ (Barkan, 2007, p. 295) In addition in a study that was conducted one scholar noted ‘†¦guns are more likely to be used when you’re drinking and you have a fight with someone you know. It indicates that people tend to use guns not for the reason they brought them into the house, but in fights with family members and friends. ’ (Barkan, 2007, p. 294) Had a gun not been present in the first place it probably would have kept this situation from becoming yet another statistic. References Barkan, S. A. (2007). Criminology (3rd Edition ed.). Upper Saddle River , NJ: Pearson Prentice Hall. Maryland, S. o. (2009, January 16). Martin J. O'Malley, Governor of Maryland. Retrieved January 18, 2009, from MD Manual: http://www.msa.md.gov/msa/mdmanual/08conoff/html/msa13090.html

Money Brings Happiness?

Name: Nguy? n Th? Thu Hi? n Class: Lu? t anh 2 Homework: Many pepple think that money brings happiness. Do you agree with them. Why or why not? Essay: â€Å"Does money bring happiness? † This is the question that everyone has the different answers. I agree with many people about money brings happiness. Money helps we have material comforts and spiritual joy. In fact, if we have no money, we can’t buy goods, clothes, and other necessaries which we need. If we have a lot of money, we can improve our spiritual activities easily.We can go to the movies every weekend, and we can buy any expensive gifts for the people who we love. Money helps the poor have a will-fed life. For the rich, money helps them have pure happiness because they can help the poor and the victims of the disasters. It is said that: â€Å" Money is the root of all evil. † No, it is not true. Money is normally the fruit of labour. The question is how one spends that money. There is nothing good or e vil about money. The same money which can help bring relief to the suffering millions, can be used to build up armaments.The power decides how to spend the money. ————————————————- In summary, the money brings happiness only when we use it properly. The right use of money may bring us a comfortable life and a cheerful heart. Ng? c Tho? i Nguy? n Being poor can certainly bring unhappiness, but having money does not guarantee happiness. Some people assume that because extreme poverty brings extreme unhappiness that the opposite must be true. It is not. There are a lot of very unhappy very rich people.Acquiring money can too easily become the center of life's focus and that can become an obsession. Like most obsessions, it's not a good thing. The Bible says that the love of money is a root of all kinds of evil. That seems to be a universal truth. When you love money more than anything else in life you will find that you can never get enough of it. When life only revolves around getting money you start to obsess over what it can bring you and then you lose any chance of happiness. ————————————————- The happiest people I know are not the richest.They are the people who have learned to be happy with what they have and make the most of life. I have seen people made deeply miserable by poverty, but at the same time I have seen relatively poor people who are happy because they have a positive and thankful attitude about life. Nguyen Khac Hoang: We are living in the 21th century, when many new inventions have discovered. As far as I know, one of them, which has big influence over the world is internet. So do you wonder: â€Å" Why do they like to use the Internet? † The internet always brings a better life.In fact, without internet people are alive and still exist but nobody can deny the benefits of the it. Firstly, it’s a source of information. People can get the latest information about weather forecast, daily events all around the world†¦Ã¢â‚¬ ¦. at any time as well. Before the Internet was invented, people can’t get the information as fast as now, they must watch TV programs, buy newspapers or magazines. Thanks to Internet, we can widen our knowledge in an inexpensive and convenient way. Secondly, Internet is a source of entertainment. If y feel tired of bored, y can listen to music or watch any films y like.Moreover, many people like to play games on the Internet because they are very interesting, wonderful and this doesn’t cost as much. You can also communicate with friends or ralatives by means of e-mail or chatting. Thirdly, Internet is a good mean of education. Teachers can teach on the Internet. Students can find various kinds of tests to do. In addition, they now can use the Internet as a time – saving decide by online schools or online lessons. In conclusion, almost every aspect of our life is concerned with the Internet. It’s a wonderful invention of our modern life. It makes our world a small village.

Materials of Logistics in Management Essay

The efficiency of any manufacturing organisation depends on the availability of component parts and materials in the proper quantity, quality, price, range and time. Failure in any of these areas increases costs and decreases profit as certainly as outmoded production methods or ineffective selling techniques. This simple but obvious point has only recently come to be properly understood. This book presents the principles, methods and strategies that represent the modern approach to materials management in all sectors of the economy. In analysing business operations, the phrase â€Å"Value-added concept1†² is often used to characterise the difference between the cost of component materials and the selling price of the finished product. This difference in value represents the unique contribution of each organisation to the production process. Many companies produce component parts and materials for other firms manufacturing specialised products Remanded by the customers. On an average, a manufacturing firm buys slightly more than half of the rupee value of its sales. In other words, the value added is typically less than 50 per cent of its sales. Conversely, the average company purchases materials valued at more than half of what it sells. Therefore, a firm’s profit is to a large extent determined by how effectively it procures and manages these materials. The organisational approach known as materials management has gained validity in recent years. Production and operations managers found it necessary to develop an organised body of knowledge related to planning, acquisition and utilisation of materials in the process of production and it has resulted in the discipline known as â€Å"mate-rials management†. All activities involved in bringing materials into and through the plant are combined under one head known as â€Å"materials manager†. By giving the materials manager overall authority, responsibility is centralised to assure that the overall cost of materials is kept at the low’est possible level. The basic rationale for this organisational change is to overcome the problems of conflicting objectives. For cample, purchase department’s concern to ensure continuous supply of component materials may conflict with he inventory control department’s objective to minimise inventory levels or the objective of shipping in full car load lots. Today organisations view procurement as a professional activity including activities involved in obtaining materials at minimum cost, transporting them and providing storage and moving toward the production process. It also includes economic analysis of supply (i. e. , purchase economics), demand and prices and the assessment of international events that affect materials. * evolution of materials management Historically, the five ‘M’s of manufacturing firms viz. Men, Materials, Machines, Money and Methods have shifted their positions from time to time in their relative importance. In the early days of industrialization, the focus was on men (labour) as they were the main source of productive power. Over a period of time, the emphasis shifted towards machines, which became the main source of industrial power after the Industrial Revolution. As the methods of production became more and more complex due to the increased customer demand for sophisticated products of high quality, there was greater need of efficient management to manage the complex production systems. In the early 1920s, purchasing and maintaining stock of materials was the responsibility of purchasing managers or â€Å"chief controllers of purchasing and stores† in many industries. During and immediately after World War II the focus shifted on various functions associated with materials such as purchasing, receiving, inspecting, storing, preserving, handling, issuing, accounting, transporting and disposing surplus and obsolete materials. These functions grouped under one common head known as materials manager and the department responsible for all these activities came to be known as â€Å"materials management department†. But the head of materials management department performed a staff function to support the production department and had to report to the production head (director of production) in the organizational hierarchy. The oil crisis of the 1970’s changed the priorities of industries all over the world. The exorbitant hike in oil prices and the heavy budget allocations on oil made the industries to control their expenditure on the inputs, mainly materials of all kinds because of the large scope to reduce the expenses on materials. Since the beginning of 20th century, materials have been getting more and more attention and will continue to do so in the future also. Now a days material has* become an important and inevitable input of a production system since the cost of materials and cost on materials (cost incurred in purchasing and storing the materials) put together account for 50 to 85% of the production cost depending on the nature of the product and the type of the production system. Modern manufacturing organisations adopted systems approach to management, which resulted in the integrated materials management concept. All functions related to materials such as materials planning, purchasing, storing and inventory control were integrated under materials management function. The position of the head of the integrated materials management department was elevated to be on par with heads of other functional areas viz. production, finance and human resources. * importance of materials in manufacturing organisations Materials are any commodities used directly or indirectly in producing a product or service such as raw materials, component parts, assemblies and supplies. In the manufacturing organisations, the important inputs are referred to as 5 Ms viz. Men (Labour), Machines, Money, Materials and Methods. The relative importance among these five Ms have shifted from time to time. In the beginning of industrialisation the focus was on machines, men (labour) and methods, but from around 1970 onwards the emphasis is on materials. Material is an important and inevitable input gi J production system since the cost of materials and cost on materials (cost incurred in purchasing and storing the materials) put together account for 50 to 85’* of the production cost depending on the nature of the product and the type of the production system * importance of materials management Management of materials in most organisations is crucial to their success because the cost of purchasing, storing, moving and shipping materials account for over half of the product’s cost. Improving productivity is a crucial factor in facing the challenge of competition and this involves driving down the cost of all aspects of business activities. Since there is maximum scope of cost reduction in the area of materials, doing the job of efficient and effective management of materials is seen as the key to higher productivity.