Period 4 Essays - Hell, Sinners In The Hands Of An Angry God

Period 4 9/11/00 Puritan Hell vs. Indian Hell In the story " The History of the Dividing Line," the character Bearskin presents a view of Hell that contradicts the views of Edward's in "Sinners in the Hands of an Angry God." Bearskin's perception of Hell is a cold, barren place that, although completely undesirable, can be avoided and even escaped from. But in Edward's eyes, Hell is a pit of molten brimstone that is un-escapable and almost everyone is certain to dwell there for eternity. The version of Hell in "The History of the Dividing Line" can be perceived as the more hopeful of the two stories. In the Indian's story, Hell is a dreadful place, yet can be avoided by one who believes and trusts in God. He describes God, " that God is very just and very good, ever well pleased with those men who possess god-like qualities" (53). Bearskin shows that if Gods' wills are not taken lightly, and if people act as he wants, then they will be taken care of and given eternal peace and joy. But if one defies God and does not obey his word, they will be forsaken by Him. If someone does not obey the will of God, they will be taken to Hell, where " All such as tell lies and cheat those that have dwellings with he never fails to punish with sickness, poverty, hunger, and a place in Hell" (53). Although Bearskin describes Hell as a horrible place to live, one still contains the power to be redeemed from it once there, or even avoid it altogether. In contrast, the vision of Hell in " Sinners in the Hands of an Angry God," is absolutely horrifying. Edwards creates a disturbing image of Hell, describing it as "...that lake of burning brimstone, is extended abroad under you. There is a dreadful pit of of the glowing flames of the wrath of God..." (80) This portrayal of Hell differs from Bearskin's in that Bearskin's is eternal winter, "leading to a dark and barren country, where it always winter"(54), cold and barren, while Edwards explains it as a large pit of burning brimstone and molten lava. The two resting places of the damned also differ in the fact that Edwards believes that almost everyone is going to Hell, and no one can escape it, unless they are one of the elect (which he conveniently is). And once one enters Hell, there is no escape, only eternal torture. As Edwards portrays, "...nothing but His pure pleasure that keeps you from being this moment swallowed up in everlasting destruction" (81), God has no obligation to keep humans alive, that everyone should pray for the mercy people receive from God. Edwards version of Hell is much harsher than that of Bearskins, and Bearskins also happens to be more uplifting. Therefore, both stories differ in the sense of Hell that they project towards the reader. Bearskin wishes, or so it seems, to give the reader hope in the afterlife, that even if the person can not avoid Hell, it is still possible to escape it eventually. But Edwards wishes to completely destroy the human spirit with his version, driving fear into the heart of the human race. Although the two stories differ greatly, they both accurately portray the difference in the religion of the two different civilizations.

Symbolism in Scaffolds essays

Symbolism in Scaffolds essays The Scarlet Letter, by Nathaniel Hawthorne uses many things for symbolism and in my opinion the most symbolic were the scaffold scenes. There are a total of three scaffold scenes and each has its own purpose and meaning. Without the scaffold scenes this book would basically leave you clueless to what was really going on because the scaffold scenes really tell you what is going on and why. The first scaffold scene is basically an introduction to the whole book. You learn who all the main charters are and most of all Hester and her terrible crime she committed. This is the first time everyone sees Hester with the letter "A" on her bosom. Hester is a very brave woman for standing up on that scaffold in front of everyone in the town to gawk at and for admitting that she had committed adultery. Also, it takes a very courageous person to stick up for what they believe in like she did by not telling who she had The whole story builds you up to this point of finding out who Hester committed adultery with. By this point in the story you have some clue who the father of Pearl is but until you get to the second scaffold scene you dont know for sure. At the second scaffold scene Dimesdale is on the scaffold and Hester and Pearl come up and join him. Dimesdale is wearing down by the burden of his sin he committed. He goes to the scaffold to confess to God and ask for some kind of forgiveness. Then a cloud forms the letter "A" in the sky and everyone thinks this stands for angel because thats how they view Dimesdale. Then when Dimesdale goes to leave he leaves his glove on the scaffold to symbolize he was there and that he should have been up there with Hester and his daughter in the first place. Then when you think everything is going to turn out okay and nothing bad is going to happen to Hester and Pearl, Dimesdale goes up on the scaffold. This worries Hester ...

10 New Years Resolutions for College Students

10 New Years Resolutions for College Students While New Years Eve often brings a party, the new year itself often brings great hopes for change and growth. If youre a college student, the new year presents the perfect time to set some resolutions that can help make your academic year more positive, productive, and enjoyable.   Good New Years resolutions, of course, are not just those that address the things in your life youd like to change or improve upon; they also are realistic enough that youre more likely than not to stick with them. Get (a Specific Number) of Hours of  Sleep per Night Being specific about your goals for the new year; for example, get at least 6 hours of sleep a night instead of getting more sleep. Making your resolutions as specific as possible makes them more tangible and easier to achieve. And while college life is hard and often sleep deprived, making sure you get enough sleep each night is critical to your long-term success (and health!) in school. Get (a Specific Amount) of Exercise  Each Week ​While finding time to exercise in college- even for 30 minutes- can seem impossible for many students, its important to try to incorporate physical activity into your college life routine. After all, those little 30 minutes at the gym can give you more energy throughout the day (and week). Make sure your goal is specific, however; instead of go to the gym, make a resolution to work out for 30 minutes at least 4 times a week, join an intramural sports team, or work out 4 times a week with a work-out partner. Eat Healthier at Each Meal College life is notorious for its unhealthy food options: greasy dining hall food, bad delivery, ramen noodles, and pizza everywhere. Make a goal to add at least something healthy at each meal, like at least one serving of fruits or vegetables. Or cut out (or at least down) on your soda intake. Or switch to diet soda. Or cut down on your caffeine intake, for example, so that youll sleep better at night. No matter what you add or switch, doing little changes every time you eat can lead to big differences. Cut Down on Your Cocurricular Involvement Many students are involved in all kinds of clubs, activities, and teams that meet regularly on campus. And while this cocurricular involvement can be good, it also can be detrimental to your academics. If you need more time, are struggling in your classes, or just overall feel overwhelmed, consider cutting down on your cocurricular involvement. You might be surprised at how much better you feel with an extra hour or two a week. Try Something New or Step Out of Your Comfort Zone at Least Once per Month Chances are, there are things happening on your campus 24/7. And many of them are on topics or involve activities that youre not at all familiar with. Challenge yourself a little to try something totally new at least once a month. Attend a lecture on a topic you know nothing or very little about; go to a cultural event youve never heard of before; volunteer to help with a cause you know you should learn more about but just never looked into. You might be surprised at how much you enjoy yourself! Dont Use a Credit Card for Things You Want- Only Use It for Things You Need The last thing you want in college is to be saddled with credit card debt and the accompanying monthly payment youre required to make. Be very strict about your credit card use and only use it when its absolutely necessary for things you need. (For example, you need books for your classes. But you dont necessarily need- although you might want- those expensive new sneakers when the ones you have can last another few months.) Finish Your Papers at Least One Day in Advance This may sound completely unrealistic and idealistic, but if you look back at your time in school, when have you been the most stressed? Some of the highest-stress parts of the semester come when major papers and projects are due. And planning to do something the night before is, quite literally, planning to procrastinate. So why not plan instead to finish a little early so you can get some sleep, not be as stressed, and- most likely- turn in a better assignment? Volunteer at Least Once a Week Its super easy to get caught up in the little bubble that is your school. Stress over papers, the lack of sleep, and frustration with everything from friends to finances can quickly consume both your mind and spirit. Volunteering, on the other hand, offers you a chance to give back while also helping you keep things in perspective. Added bonus: Youll feel awesome afterward! Take a Leadership  Position on Campus Things may become a little too routine for you during your time in school (especially during the Sophomore Slump). You go to class, go to a few meetings, maybe work your on-campus job, and then ... do it all over again. Aiming for a leadership position, like being an RA or on the executive board of a club, can help challenge your brain in new and exciting ways. Spend Time With People Outside of Your College Friends Granted, this may need to be done electronically, but its important. Spend time Skyping with your best friend from high school; let yourself chat online with people who arent at your school; call your siblings every once in a while to check in and hear about things back home. While your college life may be all-consuming now, it will be over before you know it ... and the relationships youve kept with the non-college people in your life will be important once youre officially a college graduate.

Supporting Detail in Composition and Speech

Supporting Detail in Composition and Speech In a composition or speech, a supporting detail is a fact, description, example, quotation, anecdote, or other item of information used to back up a claim, illustrate a point, explain an idea, or otherwise support a thesis or topic sentence. Depending on a number of factors (including topic, purpose, and audience), supporting details may be drawn from research or the personal experience of the writer or speaker. Even the smallest detail, says Barry Lane, can  open up a new way of seeing the subject (Writing as a Road to Self-Discovery). ​Examples of Supporting Details in Paragraphs Descriptive Details in Stegners Town DumpHot Hands, by Stephen Jay GouldPoes New York in the 1840sStatus Details in Tom Wolfes Descriptions Examples and Observations Good writers provide sufficient details such as examples, facts, quotations, and definitions to support their ideas. Writers use this information, known as supporting detail, to explain, clarify, or illustrate their main points. Without such specific material, a writers ideas remain abstract and unconvincing. Experienced writers try, whenever possible, to show rather than simply tell their readers what their ideas mean.(Peter S. Gardner, New Directions: Reading, Writing, and Critical Thinking, 2nd ed. Cambridge University Press, 2005) Supporting Details in a Paragraph on Solitary Prison Cells Supermax prisons are exactingly designed to kill souls. A solitary cell (referred to as the hole or the box) is typically between seventy and eighty square feet, and prisoners are kept alone in them for twenty-three hours a day, with one hour alone in a yard barely twice the size of the cell and a shower perhaps three times a week. Practically all human contact is mediated by bars, mesh or manacles, and many cells are windowless, with an inmate’s exposure to the world outside the cell limited to the door slots through which food is passed by the gloved hands of jailers, often in the form of the loaf, a disgusting pressed amalgam of pulverized food. Cells are, in most cases, deliberately colorless (any aesthetic ingredient is considered an inappropriate privilege in an environment that seeks to level all distinctions to the basest level) and are builtbunks and allfrom bare concrete; the only furnishing is a stainless steel toilet-and-sink combo positioned to deny privacy. The l ighting is never turned off.(Michael Sorkin, Drawing the Line. The Nation, September 16, 2013) Supporting Details in a Paragraph on Baby Boomers The truth is our generation was spoiled rotten from the start. We spent the entire 1950s on our butts in front of the television while Mom fed us Twinkies and Ring Dings through strawberry Flavor Straws and Dad ransacked the toy stores looking for hundred-mile-an-hour streamlined Schwinns, Daisy air howitzers, Lionel train sets larger than the New York Central system, and other novelties to keep us amused during the few hours when Pinky Lee and My Friend Flicka werent on the air.(P.J. ORourke, The 1987 Stock Market Crash. Age and Guile, Beat Youth, Innocence, and a Bad Haircut. Atlantic Monthly Press, 1995) Supporting Details in a Paragraph on Segregation In practice, of course, the separate but equal doctrine perpetuated an oppressive and humiliating reality. To express the judgment that African Americans were inferior and that white people needed to be protected from their contaminating presence, black people were consigned to the back of the bus, directed to use distinct drinking fountains and telephone booths, excluded altogether from white schools and hospitals, permitted to visit zoos and museums only on certain days, confined to designated areas in courtrooms, and sworn in as witnesses using racially differentiated Bibles. Under segregation, white people routinely declined to bestow courtesy titles such as Mr. or Mrs. on black people, referring to them simply as boy or girl, regardless of age. Stores prohibited African Americans from trying on clothes before purchase. Telephone directories marked black residents by placing col (for colored) in parentheses next to their names. Newspapers refused to carry notices for black weddin gs.(Randall Kennedy, The Civil Rights Acts Unsung Victory.  Harpers, June 2014) Rachel Carson's Use of Supporting Details For the first time in the history of the world, every human being is now subjected to contact with dangerous chemicals, from the moment of conception until death. In the less than two decades of their use, the synthetic pesticides have been so thoroughly distributed throughout the animate and inanimate world that they occur virtually everywhere. They have been recovered from most of the major river systems and even from streams of groundwater flowing unseen through the earth. Residues of these chemicals linger in soil to which they may have been applied a dozen years before. They have entered and lodged in the bodies of fish, birds, reptiles, and domestic and wild animals so universally that scientists carrying on animal experiments find it almost impossible to locate subjects free from such contamination. They have been found in fish in remote mountain lakes, in earthworms burrowing in soil, in the eggs of birdsand in man himself. For these chemicals are now stored in the bodies of the vast majority of human beings, regardless. of age. They occur in the mothers milk, and probably in the tissues of the unborn child.(Rachel Carson, Silent Spring. Houghton Mifflin, 1962) The Purpose of Supporting Details Once you have constructed a topic sentence made up of the topic and its controlling idea, you are ready to support your statement with details. The quality and number of these details will largely determine the effectiveness of the writing. . . .As you choose your supporting details, keep in mind that the readers do not necessarily have to agree with your point of view. However, your supporting details must be good enough to make your readers at least respect your attitude. Your goal should be to educate your readers. Try to give them some understanding of your subject. Dont assume they know about your topic or are interested in it. If you provide enough specific details your readers will feel they have learned something new about the subject, and this alone is a satisfying experience for most people. Effective supporting details will encourage readers to keep on reading.(Sandra Scarry and John Scarry, The Writers Workplace With Readings: Building College Writing Skills, 7th ed. Wads worth, 2011) Organizing Supporting Details in a Paragraph Each body paragraph should contain only one main idea, and no detail or example should be in a paragraph if it doesnt support the topic sentence or help to transition from one paragraph to another. . . .[H]eres the way to organize a paragraph:Topic sentenceFirst supporting detail or exampleSecond supporting detail or exampleThird supporting detail or exampleConcluding or transitional sentenceYou should have several details to support each topic sentence. If you find that you have little to say after writing the topic sentence, ask yourself what details or examples will make your reader believe that the topic sentence is true for you.(Paige L. Wilson and Teresa Ferster Glazier, ​The Least You Should Know about English, Form B, 10th ed. Wadsworth, 2009) Selective Supporting Details Select details carefully. Good storytelling requires the purposeful selection of details. Some beginning writers include either the wrong details or more details than the effective relating of the event requires. In your narrative writing, you should select details that help you to convey to your readers the point of your essay. This is what [George] Orwell did in the passage from A Hanging [paragraphs 9 and 10]. The detail of the condemned man avoiding the puddle of water related to Orwells purpose in telling the story and to the meaning he saw in it.(Morton A. Miller, Reading and Writing Short Essays. Random House, 1980)

Creditor's right and bankruptcy Term Paper Example | Topics and Well Written Essays - 1500 words

Creditor's right and bankruptcy - Term Paper Example But creditors have certain rights in bankruptcy claims. This paper briefly analyses creditor’s claims in bankruptcy cases. Business is not the right profession for all the people. Many people failed to prosper in business because of their inability in managing the business successfully. In some cases, unexpected business climate changes can destroy the backbone of the business people. For example, the recent financial crisis came quiet unexpectedly and even prominent business groups struggled for the survival. In short, business can be a risky act at times because of so many reasons and the entrepreneurs may fall in a state of bankruptcy. Bankruptcy is the legally declared inability of an individual or organization to pay its creditors. The outstanding debts might be too much for the person or the organization to pay at once and the court or judge will determine the payment schedule based on the type of bankruptcy filed by the entrepreneur or the organization. When a business enters the bankruptcy state, it means either the business is closed or the the business will continue to operate with reduced payments to debtors. This paper briefly analyses the creditor’s right and bankruptcy in a legal environment. Creditor is a party (a person or organization) which provided certain money, property or services to another similar party (Debtor). In other words, a debtor is a borrower from the creditor. Debtors normally file bankruptcy suits in order to prevent the creditors from collecting the debts immediately. A bankruptcy suit prevents a creditor from taking any action against the debtor till the court take any decisions on the case. However, creditors have certain rights even after the debtor files the bankruptcy case as the debtor might have signed some legal contracts with the creditor before the actual deal was taken place. Some debtors file bankruptcy cases even

Sales Manager at Omnico, Inc Case Study Example | Topics and Well Written Essays - 750 words

Sales Manager at Omnico, Inc - Case Study Example From the report, Buddy identified that Omnico’s position was very low when compared to other industries. It indicated that the firm’s salespeople had not been maintaining a long-term relationship with their customers. Based on recent financial reports, Buddy concluded that acquisition of new potential customers would be more expensive. Hence, realizing the significance of customer retention, he tried to convince his sales people about this matter. However, some of the subordinates opposed to his opinion and argued that intense follow up activities would negatively affect the sustainability of the business. In addition, they added that customers would re-buy from Omnico only when they were satisfied with the company’s products and services; hence Omnico’s product lines would be the main factor that affects the sales volume. Buddy’s concepts seem outdated for it does not have much significance in modern industrial sectors. He conceptualizes business strategies on the ground of his 35 years’ experience. In the words of Fifield (1998, p. 290), market and marketing trends have recently changed a lot as compared to last two decades. In olden days, continuous follow-ups and salespersons’ potential determined the sales volume because customers did not have sufficient information regarding various products and services. Therefore, the marketer’s communication skill and customer relationship influenced the market to a large extent. In contrast; subsequent to the growth of high-tech communication facilities like internet, nowadays customers are well aware of the products and services offered by modern marketers.  

Comparison and contrast Essay Example | Topics and Well Written Essays - 750 words

Comparison and contrast - Essay Example A living situation that causes one to become more reliant on fluorescent lighting even during the day time. A walk down the street has the skyscrapers, billboards, and other man made obstructions blocking the natural lighting of the sun. You take a walk along the street an deeply inhale the smog and other pollutants in the air as you start your daily grind. Compare this with the joy of small town living where no structure is higher than a three floor building. You wake up to natural lighting as the sun warms you up by peeking into the breaks of your light window curtains that are meant to keep the heat out but the natural lighting in. You leave your home to walk the streets and feel the warm glow of the sun enveloping your body. While the crisp, dew filled air fills your lungs as you take that morning stroll around your block, getting some early morning exercise in as you prepare to begin your day. We can live our whole lives in the city and never know the names of the people living next door to us. Nor could we be bothered to find out and care about them. They are simply house number tenants in our book. Not really necessary parts of our lives. Small town neighbors on the other hand, help one develop a sense of familiarity and concern for one another as the neighborhoods tend to be closely knit and bonded in such a way that city dwellers will never know. Small town America is where the neighbors know each others names and are actually there for one another should one need any sort of assistance. City life is all about a race against time and the battle to accomplish as many errands and personal needs as possible within a 24 hour or less time frame. Urbanites are clock watchers who seem to consider time as an enemy who needs to be beaten. The errands never seem to get done and the stores, banks, and other places of business do not seem to stay open long enough for the purposes that we need. Urban living is physically tiresome. Small town residents however, seem to have a friend in Father Time. Maybe it is because they are the kind of people who are â€Å"early to bed and early to rise†. Or maybe it is because they know one another and trust each other immensely. But it seems like even though stores and business establishments close early in small town America, all the errands manage to get done. Even on days when one chooses to sleep in, any errands that are pending will magically find a way to get done within the same day, and one will not feel physically taxed from the activity. Some small town residents say this is happens because everyone does their job with a smile on their faces. While the city dwellers tend to do their jobs just because they have to do it. They could really care less about whether your gas bill gets paid or not. It's just part of the paycheck to them. City dwellers tend to be highly sociable night time people. The day for most modern, professional urbanites does not actually start until the clock strikes fiv e and they hit the bars in their latest outfits and cars. Social time in the city relies heavily on spending a lot of money in order to participate in any activity that can be considered social. But the small town counterparts manage to socialize at a decent hour. Since the small towns tend to wind down early and get to bed as early as 9 pm, there is a tendency for their social life to be

Explain the causes of the increase in violence and deaths of young Essay

Explain the causes of the increase in violence and deaths of young people due to guns, knives and gangs and discuss the various policing challenges this presents - Essay Example In fact, there have been reports of children as young as 11 being murdered, not out of personal violence, but gang crimes such as the unfortunate murder of 11 year old Rhys Jones. Worse still is the fact that street brawls include more than just fists and kicks now – they include the very real possibility of knives and guns. To get an idea of how widespread the problem is, a 2007 report stated that there are over 600 to 700 young people between the ages of 10 to 19 involved in gang activity, having affected the lives of over 8100 others (Pitts, 2007). In 2009 it was reported that there has been a seventy five percent increase in the number of teenage stab victims over sixteen, and an almost staggering ninety percent increase in the number of stab victims under the age of sixteen (Blair, 2009). The questions is, however, when did this shift arise, and why has it arisen in the first place? What are the reasons that younger children are submerging themselves into this violent culture and finding themselves the dangerous target of an armed child? Where do these children get access to the weapons they use and who is responsible for making it possible? The main problem with gathering data on youth criminals is the fact that it is often a widespread grey area where the question of motivation is concerned. Is it possible for a child or teenage to act of completely independent motivation? If so, one may wonder where motivation arises from and is that source of motivation in any way to blame for the uncultured reaction of an individual not yet considered a mature adult by society. And if not, what are the factors influencing these crimes, and who are these children acting in support with. The obvious answer might be gang activity, but the further confusion arises when one considers that not all criminal youth activity is motivated by gangs, and vice versa. So how is one expected to offer some clarity into this blurred line? Perhaps one

Team member encouragement Research Paper Example | Topics and Well Written Essays - 750 words

Team member encouragement - Research Paper Example The two members do not consider handing their reports to me as a matter of priority. Nevertheless, I have a strategy to encourage these team members to contribute to the project on time. It is essential for me to acquire team management skills, conflict resolution, and negotiation skills as a project manager (University of Technology Sydney, 2006). As a result, I seek to attend various workshops, seminars, and training sessions as a well continue practicing such skills with an aim of handling the team members in an effective manner. Specifically, for the sake of streamlining reporting, I will ensure that I negotiate and establish a reporting system with the sponsors and stakeholders at the beginning and throughout the project (University of Technology Sydney, 2006). Nevertheless, I will make sure that the reporting system is flexible and its content and frequency varies through the project running time. This will ensure that all the team members find it relevant and necessary to subm it their weekly reports to the right person and at the right time. I will involve the views of all stakeholders while formulating the reporting system to ensure that the team members value the reporting system and understand the reporting authority structure. Notably, team-involvement in planning a project remains the most important idea that project managers should consider (Spellman, 2011). In my context, this will help me to establish stepwise techniques that will foster the creation, development, and evaluation of relevant project management tools (Portny et al, 2007). This will derive substantial knowledge that will enable me to encourage and deal with the team members without jeopardizing the motivation and performance of the large multidisciplinary product testing team that I manage. At the same time, I will seek to build a strong project team delegation with a view of increasing the probability for a successful performance. To achieve this, I will determine and define the de legated duties, select the right personnel, determine the time of completion, and state the expected outcomes. This will encourage the team members to develop a sense of involvement and make significant and timely contributions to the project. To this effect, I will equally monitor performance by setting up strategic checkpoints to monitor performance that will encourage constant reporting, high performance, and completion of the project according to schedule (Portny et al, 2007). I will equally seek to establish project teams with a high sense of accountability and responsibility to foster timely reporting and successful completion of the project. Consequently, I will develop the project procedures that will promote effective relations among the team members. Moreover, I will define and establish the roles, identities, processes, and practices that will enable the team members to achieve individual and team goals within the stipulated time (Russell, 2011). Notably, team members val ue projects that will enhance their chances of achieving significant professional and personal goals. As such, I will explain the dynamics, sponsors, results, and possible effects of the project on the organization and to the individual members (Portny et al, 2

Problem Formulation and Identification Process Essay Example for Free

Problem Formulation and Identification Process Essay It doesnt matter which side of the fence you get off on sometimes. What matters most is getting off. You cannot make progress without making decisions (Jim Rohn). In the corporate world, leaders are faced with decisions that can make or break the organizations they represent. Several methods, consensus, brainstorming, systematic, and democratic are used in the decision making process. This paper will investigate the decision-making processes most prevalent in each team members organization, compare and contrast them, and will show the most favorable aspect of each style. Consensus The name of my company is Envicor. Envicor is a plastics molding company that manufactures anything that can be made of plastic. This author was recently hired as the national sales manager to oversee Envicors newest product line, sporting goods equipment. This authors job is to promote the sale of portable pitching mounds to a broad range of customers. When it comes to decision making, Envicor uses the consensus method. Consensus is a process using group decision making. The input and ideas of all participants are gathered and synthesized to arrive at a final decision acceptable to all. Through consensus, the company is not only working to achieve better solutions, but also to promote the growth of community and trust. Consensus takes more time, as many resources are investigated before a decision is made. Team members become committed to the decision through consensus. The consensus method gives everyone experience with new processes of interaction and conflict resolution. For consensus to be a positive experience, the group should have 1) common values, 2) some skill in group process and conflict resolution, or a commitment to let these be facilitated,3) commitment and responsibility to the group by its members, and 4) sufficient time for everyone to participate in the process (C.D.T. 2009). The goal of Envicor is to expand our product line to as many customers as possible. After making contact with a catalog company, a meeting is called  in order to discuss the pros and cons of including our product in the catalog. In the meetings, each person gets a chance to give his or her opinion. Once everyone has spoken, a decision is made. By using the consensus method, the group is able to come together and make a decision based on each persons opinion. Advantages and disadvantages exist when using the consensus method of decision making.. Some examples are:Strengths:†¢Encourages cooperation instead of competition†¢Garners trust and confidence; everyone is involved in the final decision†¢Everyone agrees to the final decision no matter whether a majority, minority, or lone voiceWeaknesses†¢Lack of experience may lead to inefficient use of the method†¢Lack of control in meetings, conversation goes off topic†¢No ownership when decision is not correct or no consensus made (Notes on Consensus-Decision Making). Consensus seems to work well for smaller companies because it allows them to actually talk out their decisions and come together. Bigger companies might struggle with this type of decision making process because there might be too many employees and it could waste a lot of time. Brainstorming In the brainstorming model, all employees use free thinking to create ideas that will later be used as part of the projects process. Brainstorming is useful because it allows all employees, some with extensive experience, to give their input. All members contributions allow them to own their role within the group and therefore, believe they have been a larger part of greater good. Like other decision making processes, brainstorming has advantages and disadvantages. One advantage is that all decisions are reached by consensus of the entire group. The larger the group is in a brainstorming session, the better the results will be. Everyone works from his or her strengths, weaknesses, experience, and education to find the best results for the project. Next, by making the decision a group project, everyone has a chance to  participate in the decision making process. They are able to voice their objections and give alternative suggestions. This open forum allows ideas to flow freely, and sound decisions are made quickly. A disadvantage of brainstorming is similar to one of its advantages. With more than two or three employees making a decision, the result can become a point of contention and a fight for power within the group. The more people involved in the process, the greater the propensity for debate, creating the possibility of a stalemate. Another disadvantage of brainstorming is something called group think. This occurs when one member of a group makes a statement, and the others follow along. Nothing is accomplished because only one person is making the decision with no alternate suggestions. An open dialogue does not exist; therefore, solutions to problems are not properly explored. SystematicThe systematic approach to decision-making is rational and analytical. (Concise Handbook of Management) This approach employs existing data, and the goal of the decision is the focus of the steps taken to put the decision together. This authors organization uses the systematic approach for making most decisions. A strength of using the systematic approach is that information used to reach the final decision is based on factual data. The goal has been clearly identified; the objective(s) have been defined; the impact of not addressing the issue has been established. A weakness of systematic decision making, an example of which will be described in the following paragraphs, is that the decision can become stalled in the process. Additionally, regardless of how much research is done, if all principal stakeholders are not engaged in the process, a negative outcome is possible. Several years ago this authors company developed a product that was designed to align with current imaging procedures. The equipment is a dual-head injector for use in CT scan. The purpose of the dual-head is to provide Radiologists with the capability of using not only contrast media for the CT exams, but also saline. Benefits of having the saline option developed as  the clinical team became more familiar with the system, but initially the service team was concerned about damage occurring to the injector head if a saline syringe was not used. At that time, without consulting other stakeholders, the service and engineering teams went to work on a solution that would prevent this issue.Several years later, as the clinical team was successfully promoting saline usage, the engineering department began shipping a cap for the saline side of the injector. Yes, the issue had been clearly identified, the objective for the project was defined, and the impact of not addressing the issue had been determined. However, because all stakeholders in the decision were not involved, and because the process took so long, the decision and resulting action became a very expensive mistake. Democratic In this participative form of the decision making process the superior(s) gives complete ownership of the decision to the subordinates (Sager 1999). The democratic decision making process allows for the employees (stakeholders) to have ownership of the decisions that are made. The majority vote wins, which can lead to fast and effective decisions concerning the stakeholders. In this decision making process the adage regarding having strength in numbers reigns true. A drawback to the democratic process can be that no one person takes responsibility for the decision if something goes wrong. It may be hard to pinpoint how the decision came to such a conclusion if it does not work out for the benefit for the stakeholders. In using the example of the Health Insurance Accountability and Portability Act (HIPPA) of 1996, a vote for change by a group of individuals affected by the way health records were handled was applauded, then when implemented, the act became more a hindrance than a solution to a problem. In the vast health systems used there was a need to implement a privacy feature to protect patients information, so the HIPPA regulations were signed into law in 1996. HIPPA was implemented by a democratic decision making process and became popular with health organizations such as Medicare and well known health insurance companies. Later HIPPAs biggest fans became its biggest objectors because the law made it impossible for anyone to get  health information on the patient, including the parent(s) or guardians of minor children and the elderly, unless there was a form signed by the patient, the legal guardian, or POA. HIPPA soon became more frustrating than helpful, and the majority who voted for its implementation became the majority opposing it. So in implementing the democratic decision making process for the good of the people to whom the power is given, it must be made known that with great power comes great responsibility (Uncle Ben, Spider Man Pt1). Contrast and ComparisonProblems and issues are generally inevitable when people are working together. Each individual decision making process can allow for better management of those situations for building a better organization. This does not mean there will be an absence of issues, but whether or not the team resolves the problem effectively. Each decision making process described above demonstrates to the reader the importance of adhering to a process that will work for each organization. The consensus method shows how the power of agreement can lead to a good decision. However, this method can be time consuming and teamwork plays a major role. Brainstorming will allow for creativity and open ideas, but can also cause conflicts and debates among the group members due to so many independent ideas being presented. In the systematic approach to decision making organization is critical. This process bases decisions on factual information. The systematic process can be costly if all members are not involved in the final decision. Democratic decisions are made based on majority input. The stakeholders are in total control of the decision making process. Speedy and effective decisions can be made; however, problems can occur because not everyone who can vote will vote. Then if a decision has a negative impact on the group it can be hard to identify the owner of the problem. The authors of this paper have investigated four types of decision making, consensus, brainstorming, systematic, and democratic. Advantages and disadvantages of each type have been presented, and finally, all were compared and contrasted with each other. References Consensus Decision Making. Aids Coalition to Unleash Power. Retrieved May 19, 2009. http://www.actupny.org/documents/CDdocuments/Consensus.htmlNotes on Consensus-Decision Making. Retrieved May 19, 2009. www.vernalproject.org/papers/process/ConsensNotes.pdfScott, Jonathan T. 2009, Concise Handbook of Management: A Practitioners ApproachChapter 17: Managerial Decision Making and Problem Solving, p131- 138retrieved 5/19/09 from http://web.ebscohost.com.ezproxy.apollolibrary.com/ehost/pdf?vid=9hid=106sid=f7f74d3b-190b-4f87-ae2e-438809c65b35%40sessionmgr109McConnell, C. R. (2006). Umikers Management Skills for the New Health Care Supervisor. Ch 25 pp.337-345. Sager, K.L., Gastil, J.,(1999). Reaching consensus on consensus Communication Quarterly. 47(1), 67-79.

Distributed Leadership Among Teachers Education Essay

Distributed Leadership Among Teachers Education Essay Distributed leadership stretches and shares the leadership practice to form collection leadership so that those not in formal authoritative position such as classroom teachers could be valued and have a voice in leadership. It disassociates from the vertical, bureaucratic and organizational hierarchy to enable collaboration and wide spread sharing of information and power to sustain improvement in teaching and learning. Distributed leadership is effective as it is an open and democratic model of principle equipped with both vertical and lateral communication. This leadership is associated with concepts such as empowerment, teamwork, capacity building, teacher leadership and professional development. The theoretical framework of distributed leadership is Theory Y as the leadership considers diverse contribution to the process of subtleties of leadership to shape collective action instead of the traditional vertical leadership process which separates leaders from followers as mutually exclusive categories. The purpose of this research proposal is to explore the perceptions of head teachers, teachers and students about distributed leadership, how it is practiced in schools and the perceived effects on teaching and learning in three high performing urban secondary schools in Klang Valley. Both qualitative and quantitative methodologies are proposed in this study as semi-structured interviews with four head teachers to capture their perceptions on distributed leadership and what it means to them, while questionnaires to be administered on teachers and students to investigate on the level of distributed leadership practiced by head teachers and its effects on teaching and learning. Keywords: Distributed leadership, collaboration, empowerment, teamwork, and capacity building. Introduction Distributed leadership, I believe, presents a powerful concept of leadership in the educational arena of 21st century as it enables a collaborative and sharing approach among teachers and students and treats every person as a leader at the entry level, rather than leadership understood individually. It acknowledges various stakeholders and provides them with a voice about their situations to positively impact the teaching and learning outcome (Flowers, 2007). According to Leithwood and Mascall (2008), meaningfully leading schools requires collective leadership and interactions of people and their situation, and not centred on a single formal leader, so that they can specify and perform the tasks involved in leadership by identifying, acquiring, allocating, coordinating, and use the social, material and cultural resources necessary to establish the conducive conditions for teaching and learning in order to be powerful enough to have significant effect on students. This active and purposeful involvement of multiple individuals in school leadership enhances instructional innovations as distributed leadership considers teachers and students as partners in school leadership, rather than as followers to engage them as collaborative leaders with their colleagues to learn from one another and empowering others to lead, participation in shared decision-making, and development of a shared vision for their school (Sheppard and Brown, 2009). A widely distributed school leadership at all levels and the greater partnerships are important as it enables sharing of ideas and insights and therefore has great influence on the school and student outcomes (PricewaterhouseCoopers, 2007). Distributed leadership enhances student outcome as it creates a culture for learning by promoting instructional leadership, leadership for learning, team work, capacity building, collective interaction and good communication among leaders, followers and their situations thus, crea ting trust and accountability among them. It is against this backdrop that this study proposes to explore the perceptions of head teachers, teachers and students of selected high performing schools in Klang Valley about distributed leadership and its effects on teaching and learning. These perceptions are essential to gain a deeper understanding of distributed leadership and its impact on teaching and learning and to yield lessons regarding the ways high performing schools can effectively lead and operate with their workforce of headteachers and teachers. Background of the study There is growing empirical evidence that distributed leadership causes a positive difference to student outcome as it has greater density of instructional leadership (Harris Spillane, 2008). This leadership identifies, develops and utilizes the pedagogical expertise and talent of teachers so that they are knowledgeable and responsible of the educational outcomes to positively impact the teaching and learning (Robinson, 2008). According to Chan and Sidhu (2009), excellent principals in Malaysia had deliberately chosen distributed leadership to move the school forward by empowering others to lead so that there is collaborative, cooperative, participative, democratic teacher leadership throughout the school. Distributed leadership which engages teachers as leaders with wider distribution of tasks rather than hierarchical distributions enables shared vision based on trust and a collective endeavour within the school which builds a broad capacity base is fast replacing the charismatic hero or the heroic leader in school leadership. Thus, the decision making processes are widely shared and school development becomes the responsibility of team of teachers to enhance student achievement rather than the senior management group. Although distributed leadership involves various stakeholders including principals, local education authorities, parents and community, the researcher proposes to explore the perceptions from those directly involved, that is, the headteachers, teachers and students who are the participants in this study, in moving forward the teaching and learning agenda by investigating their perceptions of the term distributed leadership, how it is practiced and what they perceive as its effect on teaching and learning as it is not possible to conduct a study that incorporates the perceptions of all the stakeholders within the scope of this study at this time. The study would involve three urban, high performing secondary schools in Klang Valley. The first school is a large secondary school with an enrolment of 1,200 students and 105 teachers and 5 head teachers. The second school also has an enrolment of 1,100 and the third school with an enrolment of 1,090 pupils. Pupils in these schools come from the wider community and are often sent by private vehicles. The students have no learning difficulties as they are the excellent students. Problem Statement There is a growing recognition of the need to study distributed leadership in the field of education especially in high performing schools as there has been powerful effects on student outcomes and there has been growing dissatisfaction with the traditional vertical leader-centred leadership (Caskey, 2010). Leadership vested in one position has become obsolete as it is not the single and heroic individualistic leader who makes an organisation function but leadership should be broadly distributed throughout the school to take into consideration of the competences of its members. According to Richard Elmore, distributed leadership is linked to schools fundamental task of helping students learn. However, the concept is new and lacks the definition and empirical knowledge about how or to what extent the high performing schools actually use distributed leadership as well as evidence that firmly links distributed leadership to students achievement is still far in the future as there is lit tle empirical data to support the effects of distributed leadership on teaching and learning. I believe distributed leadership can only be judged by the evidence of its impact on teaching and learning. Objective of the study Firstly, the study aims to explore the perceptions of headteachers of distributed leadership and what it means to them. Secondly, to investigate on the level of distributed leadership practiced or how it is practiced by headteachers as perceived by teachers and students. Thirdly, it seeks to find out the contribution of distributed leadership to teaching and learning as perceived by teachers and students at each school. These objectives are in line with tentative conclusions from various studies which indicate that leadership that is distributed among the wider school staff is likely to have an effect on students academic performance than that of exclusively top-down approach (Muijs and Harris 2007; PricewaterhouseCoopers, 2007). However, to-date, there has not been any empirical data to support the effect of distributed leadership on student outcomes as studies have also confirmed that the effect of leadership on student outcomes is largely indirect (Hartley, 2007; Rhodes and Brundrett, 2010). This study therefore proposes to contribute to knowledge about the impact of distribute leadership on teaching and learning by providing some empirical evidence from teachers and students and to integrate to previous findings of studies on distributed leadership. Research Questions The research questions for this study with the aforementioned objectives include: 1. What are the perceptions of head teachers on distributed leadership and what it means to them? 2. What are the perceptions of teachers and students on the level of distributed leadership practiced by head teachers? 3. To what extent does distributed leadership contribute to effective teaching and learning? Significance of the Study This emerging approach to leadership will be potentially useful to national and international policy makers, practitioners, trainers and researchers in education as they are more directly connected to student learning. Policy makers could utilize the study to devise new leadership approaches based on distributed leadership while practitioners may assist in creating professional learning communities and for continued professional development for school improvement and effective leadership. Trainers could formulate training needs for stakeholders based on leadership distribution while researchers may use it to set future agenda for research. Besides that, there is little empirical data to support the effects of distributed leadership on teaching and learning in high performing schools (Mayr, 2008). By investigating the perceptions of teachers and students, the study will highlight how distributed leadership is practiced in these selected urban schools in Malaysia. The researcher also finds the study important so as to reflect on past practices of leadership and to seek new ideas on effective school leadership and teaching and further to contribute to knowledge by adding some knowledge base to distributed leadership. Literature review Distributed leadership Distributed leadership stretches and shares the leadership practice among multiple formal and informal groups whereby the leadership responsibility is disassociated from the vertical, bureaucratic and organizational hierarchy so that there is interaction and wide spread sharing of information and power to sustain improvement in teaching and learning (Robinson, 2008). For example, when teachers, parents and support staff work together to solve certain problems, they are involved in developmental space and collective capacity building within the school as they utilise multiple sources of guidance, direction and expertise of these stakeholders and as such by their actions, they are engaged in distributed leadership. This leadership practice is the result of interactions between different members of the team or organization to contribute to the life of the school and maximize the human capacity and enhance self-worth of others by energizing others for tasks within the organization to contribute to broad and deep learning for all students. Distributed leadership is a way of thinking about leadership and being involved in a common task or clear goal improvement of instruction and common frame of values in executing the particular leadership task rather than another technique. Distributed leadership is linked to the notion of collaboration, shared, distributive, dispersed and democratic as shown in Figure 1 below. Figure 1: Terminologies associated with distributed leadership (Moyo, 2010) Thus, distributed leadership is effective as it is an open and democratic model equipped with both vertical and lateral communication. Distributed leadership among teachers The authorities to lead is no longer centered around one man theory as distribution is not monopolized by the headteachers initiative but is a collective leadership and dispersed within the school and among teachers through the cultivation of relationship and networks as classroom teachers are in direct contact with learners in the majority of cases and hence influence their learning. (Ameijde, et al., 2009). The school leadership adopts power equalization and inspires teachers to participate in leadership by developing a school culture which values the sorts of learning that enhance the capacity of individuals to lead and conducive to building norms of building trust to enhance openness, respect, appreciation and autonomy for the teachers to conduct their activities in collaboration, to procure and distribute resources, support teacher growth for both individual and collective development, to provide both summative and formative monitoring of instruction and innovation so that teachers could develop skills and expertise by working together and have a sense of ownership to influence the quality of teaching which subsequently affect student outcome. (Ameijde, et al., 2009). Distributed leadership which emphasizes collaboration of teachers with their colleagues in other schools facilitates teacher learning and enhances self-confidence as they engage in action research by trying new teaching approaches and disseminating their findings to colleagues, thereby minimizing teacher isolation but rather challenging teachers to promote personal and professional development so that they contribute to optimal student learning and achievement. The collective endeavour of efforts enables team based work and forms leadership community that share meaningful contexts and creates opportunities for learning as it integrates differing viewpoints and interests in approaching a highly complex and interdependent task. In this regard, teachers have clearly defined responsibilities which are linked to their area of expertise so that they could contribute effectively to leadership process. By doing so, teachers are not confined to the classroom but are rather transcended to contribute to the community of learners beyond the classroom to lead to improved practice and higher performance (Ameijde, et al., 2009). Distributed leadership is associated with a number of concepts and themes such as empowerment, teamwork, staff motivation, capacity building, teacher leadership and to a lesser extent professional development. (Ameijde, et al., 2009). Distributed cognition Distributed cognition views thinking as social rather than individual activity. Teachers are no longer passive and isolated but are connected through dialogue and reflection so that they are active and weaved in the fabric of the school for a common task and shared common values. They become more knowledgeable and take responsibility about the task of teaching as more of the pedagogical expertise and talent of teachers will be identified, developed and utilized than a more hierarchical pattern of leadership to impact on learning and student outcome. This creates unity and instructional innovations rather than micromanaging instruction. (Ameijde, et al., 2009). Teaching and Learning According to PricewaterhouseCoopers (2007), the behaviour of school leaders impact pupil performance. By distributing leadership to teachers that emphasise collaboration and distribution of power and authority which is central to learning, they exert their influence on pupil performance by empowering pupils and creating a favourable condition for learning by applying learner centred approach to teaching and learning in classrooms and across the school which has the potential to effect learner inclusion, engagement and improved achievement. With collaboration which is effective in widening student learning opportunities and raising expectations, teachers could also help to resolve immediate problems through dialogue and establishment of a shared sense of accountability. Pupils are not treated as passive recipients and as such, good communication is ensured so that the students know what is going on and has a hand in shaping this. high performing schools High performing schools (HPS) or cluster schools act as models for other institutions within the same cluster and becomes the premise for pioneering new approaches and innovations in the education system. Students of these excellent institutions excel in academic and co-curricular activities and possess outstanding personality, leadership skills, high team spirit, creative thinking skills, and are patriotic, globally oriented and competitive. These schools are acknowledged to have ethos, character and own identity and unique in all aspects of education. The high performing secondary schools in Klang Valley are either regular day schools or residential schools, premier schools and 100-year schools and the Ministry of Education Malaysia uses the HPS as markers to point towards excellence in education and as special model schools to other schools in Malaysia (MOE, 2008). Safe and orderly learning environments are created in these schools with clear instructional objectives in which the head teachers expect high performance from teachers and students through increased time on task and develop positive relations All students are required to show excellent performance comparable to benchmark standards such as the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA) with proficiency in Math, Science and English.  Besides that, the students should also master higher-order thinking skills such as applications, problem-solving, participation in co-curriculum activities, and personal development or soft-skills (The Malaysian Insider, 2012). In order to maintain the schools high performance, leadership is distributed throughout the school and its community and when teachers are empowered in areas they believe are important (Jacobson, 2010). According to Muhyiddin, Malaysian Education Minister, the objective of HPS is to ensure that all students regardless of stream, medium, or urban or rural locations would attain continuous excellence  (The Malaysian Insider, 2012). The principal and teachers from these schools are expected to set examples and share their experiences with counterparts in other institutions. Their accountability is outlined by a set of Key Performance Indicators (KPIs) relating to human resource development, physical development, financial management, professionalism among staff member, and school achievements (academic, co-curricular activities and aptitude) (MOE, 2008). According to MOE (2008), high performing schools are expected to bring about positive impact to the national education system through excellence in co-curricular activities programmes; exemplary career guidance programmes; outstanding all-rounded students that is 5.8% of 5.2 million students; acceptance of students from high performing schools at world renowned universities; government and private sector sponsorships; international acknowledgements; as benchmarks for other schools, both local and foreign; quality leadership; and excellent teachers. Theoretical and Conceptual underpinning Distributed leadership in which the leadership functions are shared, employs Theory Y as the leadership enables diverse individuals to contribute to the process of subtleties of leadership to shape collective action instead of the traditional vertical leadership process which separates leaders from followers as mutually exclusive categories. Conceptually, distributed leadership refers to democratic style of leadership to allow voices of influence beyond just one and increases participation of stakeholders. It de-monopolizes concentrated leadership and enhances delegation of authority, collective decision-making, power, influence and coordination to enable plurality of analyses and boundarylessness so that the organizational phenomena such as information systems, knowledge, cognition, learning systems and work can be distributed. As leadership expands to multiple players, it displays holistic framework and allows flexibility, open-endedness with overlapping expertise to complement and reinforce one another, and strengthened decision making commitment and quality, and further utilizes fully the resources of the schools to collaborate and collectively devise strategies to improve students progress. It eliminates the tightly drawn lines, borders, commands and control associated with a Weberian bureaucratic paradigm (Gronn, 2 008). Conceptually, distributed leadership is associated with notions of empowerment, teamwork, collegiality, staff motivation, capacity building, teacher leadership, professional autonomy and professional development (Muijs and Harris, 2007). According to Moyo (2010), collegiality results in strong professional culture in the school as it includes collaboration among teachers, mutual respect, shared work values, cooperation and specific conversation about teaching and learning. According to Ameijde et al. (2009), distributed leadership underpins is a shared influence process to which several individuals contribute; and leadership arises from the interactions of diverse individuals which together form a group of network in which essential expertise is a dispersed quality. Empowerment Empowerment of teachers is an essential component of distributed leadership. Distributed leadership disassociates from control and dominance but rather creates opportunity, support, space, capacity and growth among teachers by encouraging them to have the power to decide how to do the defined tasks and to get involved vigorously in school policies, curriculum and educational practices and voice their views openly without fear of retribution to experience a greater sense of efficacy. With empowerment, teachers are more motivated to take risks and committed to work with surprising ability as it cultivates teacher leadership which extends beyond their own classrooms to others within and across schools, and further enhances teacher involvement in collective and collaborative process of school decision-making that promote teacher learning to contribute widely to teaching and learning. The empowerment elevates teachers expertise, confidence and self-esteem as they have control over resources, methods and decision making and further to experiment with novel, cutting-edge teaching methods, and to evaluate their colleagues teaching performance through team work, selection of instructional materials and textbooks, curriculum development, school policies and plans, coordination of programmes, professional development, organizing visits to other schools, collaborating with colleagues, leading study groups and coaching and mentoring students which impacts positively on their effectiveness as teachers and to have a positive effect on students. Teamwork Teamwork which refers to setting up of teams by the headteachers with the need to work together on a common purpose is crucial for distributed leadership. This implies that the headteacher is willing to distribute leadership. The team must be equipped with clear goals and results driven, competency, unified commitment, collaboration climate based on trust to develop honest openness and respect, clear standards of excellence, and external support and recognition to achieve an optimum degree of synergy. With these characteristics, the team will have comprehensive knowledge and responsibility of student learning and outcomes. They further become role models for students to emulate. Capacity building Capacity building through collaboration and trusting relationship for mutual learning can be achieved with distributed leadership in order for teachers to become professional communities and to focus on teaching and learning as they participate in decision-making and have a shared sense of purpose so as to have a joint responsibility for the outcomes of their work. The capacity may be built by reviewing the performance of teachers, adding more resources, materials or technology and by restructuring the tasks so that teachers can work together, experiment, reflect and explore with colleagues to acquire new skills and practice of the profession. Capacity building enables continuous learning of teachers to enhance pupil learning. According to Harris (2002), the conditions for capacity building to create a learning culture may include commitment to teachers development, inclusion of teachers and students in school policies and decisions and collaborative planning with effective coordinat ion strategies. Teacher leadership research methodology

A Comparison of Dulce Et Decorum Est and Exposure Essay example -- Wil

A Comparison of Dulce Et Decorum Est and Exposure Traditional war poetry gives the idea of patriotic idealism of war. This style of poetry implies that war is patriotic and that people who fight for their country are honorable. But many of the poets do not portray war as it really is, by glossing over the gory details with attractive images. Many traditional war poems were written before the war to persuade and encourage young boys to become loyal soldiers. Many of the soldiers were taught to believe that they were the chosen few and they were delighted to take part. They even thanked God, ‘Now, God be thanked, Who had matched us with His hour’. The capital ‘H’ on ‘His’ implies the importance; meaning that ‘His hour’ is God’s war. This makes the soldiers even more delighted and thankful. And the worst occurrence would be death. But as it says in ‘The Soldier’ by Rupert Brooke, death doesn’t last long and everybody shall die at one point, so why not die honorably for your country? Owen and many other ww1 poets were a contrast to traditional poems. They wrote about war realistically. They wrote from personal experience. They include horrific details of death and injury. They also criticized those who were running the war. Wilfred Owen was born in 1893 into a middle-class family. His family came under financial difficulties and his education was stunted. Nether the less his ability of poetry writing grew fuelled by his reading of romantics. In his twenties he went through life going from one badly paid job to another. During this time he had little spare time to concentrate on writing poetry. In August 1914 Wilfred Owen found himself with a stable job as a private tutor of a French family in the ... ...ir personal, first hand experiences of the war. Owen met Sassoon at Craiglockhart War Hospital near Edinburgh. The two men worked together to write ‘Dulce Et Decorum Est’, this partnership worked particularly well as both men had experiences of war and could express themselves in their poems. Although ‘Dulce Et Decorum Est’ and ‘Exposure’ are different poems, they have their similarities. They are both written by a man who was awarded the Military Cross for bravery at Amiens, they both have the same theme (war and the effects, both short term and long term) and both are superbly written. Wilfred Owen experienced the terrors of war first hand and filtered his experiences into his work. That is why ‘Dulce Et Decorum Est’ and ‘Exposure’ are such wonderful, emotive and interesting poems. Their writer had first hand experience of the horrors of warfare.

The Proper Golf Stance :: Expository Process Essays

The Proper Golf Stance While there are many factors in determining the outcome of a golf shot, setting up the proper golf stance is the foundation from which all other aspects essential to hitting a perfect shot are judged as success or failure. Proper stance is made up of proper implementation of multiple factors. The entire outcome (shot) depends on setting up properly. There are three elements that comprise the proper golf stance: grip, stance, and body placement. Your grip must be firm with hands in their proper places. The stance is crucial to making your weight shift correctly. The golfers' body placement must be comfortable, with all elements in their proper places. The proper golf starting position allows for the perfect golf shot. NOTE: The stance detailed below is for a right-handed person. Your hands must be placed in on the end of the club creating a grip. The backside of the left hand should be placed even with the end of the club. The right hand should be directly below the left with both thumbs pointing down the shaft (body of the club). Next lock the right pinky finger with the left index finger, turning you hands into a single unit. The left wrist should be bowed (curved outward) and never cupped (curved inward). The golfer should squeeze the club lightly. A common analogy is to hold the club like you would a bird, tight enough so it couldn't fly away but not so tight that you could kill it. The next crucial element is the stance. Your feet should be shoulder-width apart and parallel with the ground. To line up your feet, draw an imaginary line from your back (right) foot toe to your front (left) foot toe. Notice where this imaginary line points and you have a good indication of how you are lined up and where you are aiming your shot. The players weight should be on the inside of the right foot and knee. Hold the club with the proper grip next to the left leg. The club head should rest gently on the ground, centered approximately 18 inches in front of your toes. Allow the club head to lay centered behind the golf ball so it dose not touch or move it.

Kingship Comparison of Henry V and Beowulf Essay

This essay is a comparison of the kingship of King Henry V in the play â€Å"Henry V† written by William Shakespeare and Beowulf in the poem â€Å"Beowulf† translated by Seamus Heaney. The specific texts to be used for this purpose is the â€Å"Henry V† book of the Folger Shakespeare Library series and the â€Å"Beowulf† poem found in The Norton Anthology of English Literature 7th edition Volume 1, respectively. Henry the Fifth and Beowulf are ideal kings fit to become role models for the leaders of today because they have great ideas of their kingship and leadership which made them rule over each of their kingdoms with strength, courage and faith in God’s providence as their source of power. These similar qualities and characteristics make their kingship successful and fruitful. Henry the Fifth is worth emulating for he is a great and powerful king who holds his role as a king with highest regard. He manifests his ideas of kingship through his deeds throughout the play. First, he sees his kingship as a serious matter. Thus, he acts responsibly forgetting the â€Å"wildness† of his youth. This is evident in his sudden transformation from the wild Prince Hal that he was in the past to a responsible and mature King Henry V. This is what Canterbury observes and states: â€Å"The breath no sooner left his father’s body But that his wildness, mortified in him, Seem’d to die too: yea, at that very moment, Consideration, like an angel, came, And whipp’d the offending Adam out of him, Leaving his body as a paradise, To envelop and contain celestial spirits. Never was such a sudden scholar made; Never came reformation like a flood, With such a heady current, scouring faults; Nor never Hydra-headed wilfulness So soon did lose his seat, and all at once, As in this king† (Shakespeare, 13). This change in him is probably because of his desire to be respected as a ruler of his people. Indeed, he has matured over the time that he is required to stand up as a king. Second, he considers that his kingship depends on the will of the people. Hence, he consults his leaders before he makes a decision. He specifically asks information from the leaders of the church, the Bishops, about the Salic law and his rightful claim to France and if there should be a reason for him to go to war if the king of France won’t accede to his claim. He also expresses his worry about leaving the country to go to war against France. He finally decides to go to France after hearing the advice of the bishops and after listening to the insult of the Dauphin through his messenger (19-23). Third, he believes that a king should have restraint and self-control. That is why when he was insulted by the message of the Dauphin, he did not react irrationally. He showed cool-headedness with these words: â€Å"We are glad the Dauphin is so pleasant with us; His present and your pains we thank you for. When we have matched our rackets to these balls, we will in France, by God’s grace, play a set to strike his father’s crown into the hazard. † He also adds: â€Å"But tell the Dauphin, I will keep my state; Be like a king, and show my sail of greatness† (35). Moreover, he could have prevented the Dauphin’s messenger from coming out alive from England. Instead, he allowed him safe passage. If he were some other irrational king, he would have taken revenge right away. But he did not and thus, he showed his greatness as a king. He also chose his words well in sending his message to the Dauphin through his uncle Duke Exeter (75). Fourth, he assumes that a king should be brave and courageous to lead his soldiers to war. Therefore, he is not afraid to go to war even if it will cost his own life. He does not leave his soldiers on their own to fight for the country instead he goes along with them and encourages them to move on. Henry V admonishes his soldiers with these words: â€Å"But every rub is smoothed on our way. Then, forth, dear countrymen. Let us deliver Our puissance into the hand of God, Putting it straight in expedition† (65) and â€Å"We are in God’s hand, brother, not in theirs. March to the bridge† (119). Fifth, he has concern for his subordinates and his soldiers. When he was still contemplating to go to France to claim his rightful place, he thought of the women and the children who will be left behind when the men will go to war (29) especially that another country might attack their country if the king and all the men are away. He also became worried for his soldiers after he disguised as an ordinary man and talked to some of his soldiers (153). This concern is also demonstrated when he prays â€Å"O God of battles steel my soldiers’ hearts. Possess them not with fear† (155). Sixth, he knows that his kingship is not a reason for abuse. So when he and his troops have taken over the town of Harfleur, he commands his soldiers not to loot and he tells them to respect and show mercy to every citizen in that town. He charges Exeter to have mercy on the people and show fairness and justice because he wants to win the people’s loyalty and respect (99). Seventh, he understands that a king should practice impartiality. Thus, he gives punishment to anyone who violates a law of the land or his word even if the person is an old friend, and he gives rewards to anyone who deserves it. King Henry V manifests this characteristic when Lord Scroop who was very close to him, Earl of Cambridge and Sir Thomas Grey who are also old friends conspired with France to kill him. He then ordered that they be arrested for treason (59). Another instance was when he allowed the execution of Bardolph, a former companion in his younger days, for stealing a communion plate from a church (115). Eight, as a good leader he believes that a king needs to delegate work to his subordinates. This is what he did when he tells his uncle Exeter, brothers Clarence, Warwick and Gloster, and Huntington to â€Å"go with the King; And take with you free power to ratify, Augment, or alter, as your wisdoms best Shall see advantageable for our dignity, Anything in or out of our demands† (219). And most of all, he believes on a greater power who is the Almighty God whom he considers as his source of power. He continually refers to God in the play. King Henry says: â€Å"But this lies all within the will of God, To whom I do appeal† (37) when he decided to go to war against France. He expresses his anxiety by saying â€Å"God’s will, I pray thee wish not one man more. By Jove, I am not covetous for gold† (163) while his soldiers are fighting in the war. At the end of the battle, he speaks to God with these words: â€Å"O God, thy arm was here, And not to us, but to Thy arm alone Ascribe we all! – When, without stratagem, But in plain shock and even play of battle, Was ever known so great and little loss On one part and on th’ other? Take it, God, For it is none but thine† (199). King Henry V does not take the glory of the victory in the battle but he praises God for it. Similarly, Beowulf even before he was made a King of the Geats has the qualities of a good and great king as Henry the Fifth is and he is also worth imitating as a leader. The following are the ideas of kingship he manifested. First, Beowulf is compassionate as a leader. When he heard of Heorot’s predicament because of Grendel’s deeds, he went to Heorot to fight Grendel and freed Heorot of its miseries (lines 400-460). He has compassion towards people that is why he sacrifices even his own life to save others. Second, he uses his strength which is the gift that God has given him as a way to help people who are in need. This is the means by which he was able to defeat Grendel, Grendel’s mother and the Dragon in order to free the people who are attacked by these creatures. There are times when he is about to be defeated but because of the great strength which he believes comes from God, he is able to overcome his deadly and monstrous foes. Third, he is a brave and courageous warrior who never steps back from a challenge especially when he fights Grendel and Grendel’s mother. His bravery and courage can be seen throughout the poem. This was once again proven when as a king who is already old in age still hopes to fight the Dragon that has besieged his own land. Unfortunately, after he killed the Dragon, he also died. Fourth, he knows that a king should rule with discretion. He is even praised by Hrothgar with these words: â€Å"The Lord in his wisdom sent you those words that Beowulf is fit to be king of the Geats and they came† (lines 1840-1860). Fifth, as a leader, he has great concern and responsibility for his men. Thus, when he was about to go and fight Grendel, he asks Hrothgar to take care of his men because he might no longer come back alive with his fight against the monster. And the most important of Beowulf’s qualities as a warrior and ruler is that he looks up to God as his source of power, guidance and protection. Throughout the poem, God is praised with such words as: â€Å"in triumph and gladness. The truth is clear: Almighty God rules over mankind and always has† (line 700). Beowulf also expresses in the poem: â€Å"But the lord of Men allowed me to behold- for He often helps the unbefriended† and â€Å"If God had not helped me, the outcome would have been quick and fatal† referring to his fight with Grendel’s mother. In addition, he says: â€Å"So I praise God in his heavenly glory that I lived to behold† (line 1779). In conclusion, Henry the Fifth and Beowulf exhibit the good qualities of a great king anchored on strength, courage and faith in God’s providence. Both of them are wise, strong, brave, and devoted to God as their one and only source of power. They have very admirable traits which any king, ruler or leader in these modern days should pattern after. References â€Å"Beowulf†. Translated by Seamus Heaney. The Norton Anthology of English Literature 7th edition Volume 1. Eds. M. H. Abrams and Stephen Greenbalt. USA: W. W. Norton & Co. Inc. , 1999, 29-98. Shakespeare, William. â€Å"Henry V†. The Folger Shakespeare Library. Eds. Barbara A. Mowat and Paul Werstine. New York: Washington Square Press. 1995.

Mini Usa Essay

Although there is millions of people watch the ads in TV, the most of â€Å"right† viewers miss it. For example, if only 1% of total viewers are potential consumers, the ad is not cost effective. – Recall or hold the information. It is difficult for people to recall or hold the information if they are interested in the product currently or in future. Internet advertising and online customization Emphasize on internet advertising and make an online customization service to potential consumers to design their own unique motors. MINI USA may take full advantage of customization of cars. This may also find some unknown consumers. Pros: -Huge viewers. Internet advertising can be viewed by a lot of viewers. -Internet advertising had reached a tipping point and was about to enter a period of accelerated growth. -Low cost Cons: -Senior citizens are not online in the same numbers as younger generations. -People may ignore ads when they are browsing webpages. Most people do not browse webpage aimless and they have a goal to find what they want, so they may ignore the ads. Recommendation Internet advertising and online customization would be recommended due to several reasons. Firstly, internet advertising is cost effective since it has a lower cost and can be viewed by a lot of people. Secondly, the television advertising and printed ads are declined. However, internet advertising was about to grow. Thirdly, online customization would be interesting, so consumers may send their customized motors to their friends and it may create more participants and discover more potential consumers. Finally, the potential buyers of MINI are

Life of Quaid E Azam After Independence

QUAID-E-AZAM’S LIFE AFTER THE INDEPENDENCE GOVERNOR-GENERAL: Jinnah became the first Governor-General of Pakistan and president of its constituent assembly. Inaugurating the assembly on August 11, 1947, Jinnah spoke of an inclusive and pluralist democracy promising equal rights for all citizens regardless of religion, caste or creed. This address is a cause of much debate in Pakistan as, on its basis, many claim that Jinnah wanted a secular state while supporters of Islamic Pakistan assert that this speech is being taken out of context when compared to other speeches by him.We should have a State in which we could live and breathe as free men and which we could develop according to our own lights and culture and where principles of Islamic social justice could find free play. The office of Governor-General was ceremonial, but Jinnah also assumed the lead of government. The first months of Pakistan’s independence were absorbed in ending the intense violence that had aris en in the wake of acrimony between Hindus and Muslims. Jinnah agreed with Indian leaders to uthoriz a swift and secure exchange of populations in the Punjab and Bengal.He visited the border regions with Indian leaders to calm people and encourage peace, and uthorize large-scale refugee camps. Despite these efforts, estimates on the death toll vary from around two hundred thousand, to over a million people. The estimated number of refugees in both countries exceeds 15 million. The then capital city of Karachi saw an explosive increase in its population owing to the large encampments of refugees, which personally affected and depressed Jinnah.In his first visit to East Pakistan, under the advice of local party leaders, Jinnah stressed that Urdu alone should be the national language; a policy that was strongly opposed by the Bengali people of East Pakistan (now Bangladesh). This opposition grew after he controversially described Bengali as the language of Hindus. Jinnah uthorized force to achieve the annexation of the princely state of Kalat and suppress the insurgency in Baluchistan.He controversially accepted the accession of Junagadh—a Hindu-majority state with a Muslim ruler located in the Saurashtra peninsula, some 400 kilometres (250 mi) southeast of Pakistan—but this was annulled by Indian intervention. It is unclear if Jinnah planned or knew of the tribal invasion from Pakistan into the kingdom of Jammu and Kashmir in October 1947, but he did send his private secretary Khurshid Ahmed to observe developments in Kashmir.When informed of Kashmir’s accession to India, Jinnah deemed the accession illegitimate and ordered the Pakistani army to enter Kashmir. However, Gen. Auchinleck, the supreme commander of all British officers informed Jinnah that while India had the right to send troops to Kashmir, which had acceded to it, Pakistan did not. If Jinnah persisted, Auchinleck would remove all British officers from both sides. As Pakistan had a greater proportion of Britons holding senior command, Jinnah cancelled his order, but protested to the United Nations to intercede. The New AwakeningAs a result of Jinnah's ceaseless efforts, the Muslims awakened from what Professor Baker calls (their) â€Å"unreflective silence† (in which they had so complacently basked for long decades), and to â€Å"the spiritual essence of nationality† that had existed among them for a pretty long time. Roused by the impact of successive Congress hammerings, the Muslims, as Ambedkar (principal author of independent India's Constitution) says, â€Å"searched their social consciousness in a desperate attempt to find coherent and meaningful articulation to their cherished yearnings.To their great relief, they discovered that their sentiments of nationality had flamed into nationalism†. In addition, not only had they developed† the will to live as a â€Å"nation†, had also endowed them with a territory which they could occupy and make a State as well as a cultural home for the newly discovered nation. These two pre-requisites, as laid down by Renan, provided the Muslims with the intellectual justification for claiming a distinct nationalism (apart from Indian or Hindu nationalism) for themselves.So that when, after their long pause, the Muslims gave expression to their innermost yearnings, these turned out to be in favor of a separate Muslim nationhood and of a separate Muslim state. Demand for Pakistan –  Ã¢â‚¬Å"We are a nation† â€Å"We are a nation†, they claimed in the ever eloquent words of the Quaid-i-Azam. â€Å"We are a nation with our own distinctive culture and civilization, language and literature, art and architecture, names and nomenclature, sense of values and proportion, legal laws and moral code, customs and calendar, history and tradition, aptitudes and ambitions; in short, we have our own distinctive outlook on life and of life.By all canons of inter national law, we are a nation†. The formulation of the Muslim demand for Pakistan in  1940  had a tremendous impact on the nature and course of Indian politics. On the one hand, it shattered for ever the Hindu dreams of a pseudo-Indian, in fact, Hindu empire on British exit from India: on the other, it heralded an era of Islamic renaissance and creativity in which the Indian Muslims were to be active participants. The Hindu reaction was quick, bitter, malicious.Equally hostile were the British to the Muslim demand, their hostility having stemmed from their belief that the unity of India was their main achievement and their foremost contribution. The irony was that both the Hindus and the British had not anticipated the astonishingly tremendous response that the Pakistan demand had elicited from the Muslim masses. Above all, they failed to realize how a hundred million people had suddenly become supremely conscious of their distinct nationhood and their high destiny.In chan nelling the course of Muslim politics towards Pakistan, no less than in directing it towards its consummation in the establishment of Pakistan in  1947, non played a more decisive role than did Quaid-i-Azam Mohammad Ali Jinnah. It was his powerful advocacy of the case of Pakistan and his remarkable strategy in the delicate negotiations, that followed the formulation of the Pakistan demand, particularly in the post-war period, that made Pakistan inevitable. ILLNESS AND DEATH: The Funeral of Jinnah in 1948. Tomb of M. A.Jinnah in Karachi, Pakistan Through the 1940s, Jinnah suffered from tuberculosis; only his sister and a few others close to him were aware of his condition. In 1948, Jinnah’s health began to falter, hindered further by the heavy workload that had fallen upon him following Pakistan’s independence from British Rule. Attempting to recuperate, he spent many months at his official retreat in Ziarat. According to his sister, he suffered a hemorrhage on Septem ber 1, 1948; doctors said the altitude was not good for him and that he should be taken to Karachi. Jinnah was flown back to Karachi from Quetta.Jinnah died at 10:20 p. m. at the Governor-General’s House in Karachi on 11 September 1948, just over a year after Pakistan’s independence. It is said that when the then Viceroy of India, Lord Louis Mountbatten, learned of Jinnah’s ailment he said ‘had they known that Jinnah was about to die, they’d have postponed India’s independence by a few months as he was being inflexible on Pakistan’. Jinnah was buried in Karachi. His funeral was followed by the construction of a massive mausoleum—Dina Wadia remained in India after independence, before ultimately settling in New York City.Jinnah’s grandson, Nusli Wadia, is a prominent industrialist residing in Mumbai. In the 1963–1964 elections, Jinnah’s sister Fatima Jinnah, known as Madar-e-Millat (â€Å"Mother of the Natio n†), became the presidential candidate of a coalition of political parties that opposed the rule of President Ayub Khan, but lost the election. The Jinnah House in Malabar Hill, Bombay, is in the possession of the Government of India but the issue of its ownership has been disputed by the Government of Pakistan.Jinnah had personally requested Indian Prime Minister Jawaharlal Nehru to preserve the house and that one day he could return to Mumbai. There are proposals for the house be offered to the Government of Pakistan to establish a consulate in the city, as a goodwill gesture, but Dina Wadia has also laid claim to the property. Recently she has been involved in litigation regarding Jinnah House claiming that Hindu Law is applicable to Jinnah as he was a Khoja Shia. LEGACY: Few individuals significantly alter the course of history.Fewer still modify the map of the world. Hardly anyone can be credited with creating a nation-state. Muhammad Ali Jinnah did all three. Pakistanis view Jinnah as their revered founding father, a man that was dedicated to safeguarding Muslim interests during the dying days of the British Raj. Despite any of a range of biases, it almost impossible to doubt, despite motive and manner, that there is any figure that had more influence and role in the creation of Pakistan than Jinnah. The End

Can technology improve diversity in hiring

Can technology improve diversity in hiring Improving diversity in all aspects of our cultural and business environment is an ever-increasing concern in the twenty-first century. While certain strides have been made in ensuring that people of all genders, races, nationalities, religions, and orientations are better represented in our society, these efforts have only just begun. Hopefully, far greater strides are to come in our collective future. According to Jeanette Maister, the managing director, head of Americas at Oleeo, that hope may arrive in the form of artificial intelligence (AI).Oleeo is a London-based company that provides solutions for companies looking to acquire new talent. Before joining Oleeo, Maister led recruiting efforts at such companies as Lehamn Brothers and Gartner, so she has a very firm background in hiring. In such roles, she has also witnessed the flaws in common hiring practices. Despite the desire of many companies to reflect society’s diversity more accurately in their hiring processes, man y businesses just can’t seem to get with the times. They have no established processes for ensuring greater diversity. In fact, as Maister recently told SHRM Online, many companies are â€Å"still doubling down on the same approaches they have used since the 1960s.† She says that such half-hearted efforts are more about avoiding lawsuits than actually improving diversity. In many cases, these â€Å"efforts† to increase diversity are downright backward, as potential employers only consider whether or not applicants were sufficiently diverse after those applicants had been interviewed.Maister sees technology as a possible solution to this problem. By using AI programs and Big Data to select the ideal person to fill a position, the biases of recruiters are less of an issue- these programs make automatic decisions based on myriad data points. It is essentially a computer-based form of blind screening, which is a hiring process that removes all identification informa tion from an applicant’s application and resume. AI can focus only on skills and experience rather than factors such as name, age, and gender that could provoke bias.Improving diversity in the workplace is not as easy as merely blocking out applicants’ personal information. It is a matter of ensuring that all phases of the hiring process are balanced and unbiased; it is also a matter of adjusting the language of job posts to be more inclusive, such as using gender-free pronouns in help-wanted ads. Some companies are already using technology that scans job descriptions for gender bias to help manage this issue. Algorithms and intelligent automation can also be used to cut the fat from job descriptions so that they only focus on the skills and duties essential to the given job. This will be a boon for women, who are more likely to ensure that they meet every criterion in a job description before applying than men are. In other words, by streamlining job descriptions, wom en will be more likely to apply to those positions.Of course, to create a completely unbiased hiring process, the hiring technology itself must be free of bias. After all, these systems are programmed by human beings who come with their own baggage and may possess personal prejudices that can end up in the very programs intended to curb bias. Maister reveals that a solution to that potential problem is to make the selection compliance rates of the Equal Employment Opportunity Commission an essential part of the algorithm.hbspt.cta.load(2785852, '9e52c197-5b5b-45e6-af34-d56403f973c5', {});This is just the beginning of a new age in which technology is used to improve diversity in the workplace. New regulations will likely be set in place as the technology improves, and existing technology must be scrutinized to ensure that it utilizes sound data. Like all aspects of progress, improving diversity in hiring is a process, but hopefully the end result will be greater representation of all genders, races, nationalities, religions, and orientations in the workplace.

Motives For Exploration essays

Motives For Exploration essays Until the late 1400's, Europeans did not know the existence of the two American continents ( North and South America ). To the European explorers, exploring the other side of the Atlantic was like exploring an entire different world, hence the name- the New World. In 1492, Christopher Columbus unknowingly discovered the new continent. His original motives for exploring was to find an easier route to Asia but instead, he discovered the New World. Thus; Spain, France and England began sending out conquistadors and explorers to the uncharted terrains of the new continent. Motives for the Spanish, French, and English explorers varied greatly, however, they were similar in some ways. The motives of the Spanish explorers were acquisition of mineral wealth, spread of Christianity, search of El Dorado, search of Northwestern Passage, and thrill of adventure. The treasures that Columbus brought back to Spain enticed many adventurous explorers and sent them searching for gold and silver. Missionary clergymen sought to serve God by converting the natives to Christianity. By 1634, the area of present-day Florida and Georgia was home to 30 Spanish missionaries, 44 missionary stations, and 30,000 Indian converts to Catholicism. Within a few decades, Spanish explorers became familiar with the northern coast of South America, the Pacific Ocean, the Atlantic shore of North America, the Isthmus of Panama, the Gulf of Mexico and conclusively- the general outlines of the New World. Despite their knowledge, the Spanish persisted in searching for a Northwest Passage. Some individuals were attempting to escape from religious, political, economic oppression and the seemingly endless number of wars in Europe. The New World offered ownership of land and thrill of adventure. During the 16th century, a great deal of exploring was spent on searching for the fabled El Dorado,' which is defined as a place of vast riches or ...