Heroes or Villains - The Taliban - 1464 Words

What is a hero? What is a villain? Although definitions vary within our global society, it is generally accepted that a hero is selfless, humble, and moral and has integrity, while a villain is corrupt or evil, incapable of feeling guilt or compassion and is guilty of committing heinous crimes. However, it should be noted that the labels of ‘hero’ and ‘villain’ are subjective, and that, in the words of Sirius Black (the falsely incriminated godfather of the titular hero of the Harry Potter series) â€Å"†¦ the world isn’t split into good people and [villains]. We’ve all got light and dark inside of us†¦Ã¢â‚¬  (Yates, 2007) The Taliban are a group who were once perceived as heroes, by those who now label them as ‘villains’. The Taliban, whose name is†¦show more content†¦The U.S Country Report on Human Rights Practises – Afghanistan (2001) detailed the physical requirements demanded by the Taliban, with men being required to have â€Å"a beard extending farther than a first clamped at the base of their chin†. Men were also required to wear their hair short and to wear a head covering. Sharia law was enforced by ‘religious police, who beat offenders with long sticks. Crimes such as theft were punished by amputation of a hand, rape and then public execution by a gun shot or by being stoned to death. Punishments were carried out in front of crowds in Kabul’s former soccer stadium. These bans and brutal punishments were enforced as they were detailed in the Holy Koran, which the Taliban interpreted as the law. According to the Taliban’s interpretation of the Holy Koran, women were inferior in every aspect of life. As a result women and girls were stripped of their rights and were considered possessions. As Sirius Black said in the novel, Harry Potter and the Goblet of Fire, â€Å"†¦ to know what a man’s like, take a good look at how he treats his inferiors, not his equals.† (Rowling, 2000). The Taliban’s treatment of their â€Å"inferiors† shows their indifference towards the helpless innocents of their society, an inability to feel compassion regarded as a villainous trait. Following the conflict with the Soviets and warlords, Afghanistan’s infrastructure andShow MoreRelatedAnalysis Of The Documentary To You It s A Reality 1671 Words   |  7 Pages â€Å" To you it’s a film, to them it’s a reality†; the translated poster headline of the award winning observational war documentary Armadillo (Metz, 2010), a captivating film, shadowing a platoon of soldiers as they fought the Taliban in the Helmand province of southern Afghanistan. A controversial and sensitive topic, in which director and filmmaker Janus Metz endeavoured to depict the brutalising effects of war, with a character driven and emotional story embedded through out. With such impact surroundingRead MoreHeroes Throughout History and Popular Culture1873 Words   |  8 Pages Heroes A hero is defined as a person who is admired for great or brave acts or fine qualities (Hero, n.p.). Through the passage of time in history, the perceptions and characteristics of what makes a hero have changed. While some characteristics have remained constant, others have evolved and developed as society has changed. One thing that is certain is that most people have their own individual descriptions and ideas that define a hero. Heroes have high standards to meet. Thousands of peopleRead MoreThe Comic Books And Propaganda1855 Words   |  8 Pagesrestore a sense of nationalism to the populace, and fight the Chinese and North Korean communists that were invading their homeland. Like the Second World War, the comic books of the Korean War were meant to portray the Communists forces as cruel villains. After Korea, the Vietnam War raged on and psychological warfare troops known as Psywarriors spread propaganda to troops on both sides of the war. The South Vietnamese Political Warfar e Department made various comics to keep their soldiers moraleRead MoreEssay on Fall of Asclepius95354 Words   |  382 Pagesworld have refused to answer questions whether this disease is the swine flu or an Ebola outbreak. Due to lack of cooperation with politicians, rumours formed across the internet and Twitter that the illness was a biological attack by Al Qaeda or the Taliban. Neither group has taken credit for the illness. Scientists who are working towards treatment and a cure for this illness have declined to release any information on their research, but they have denied the rumours that the riots around the worldRead MoreProject Mgmt296381 Words   |  1186 PagesThey are creating next generation, fuel efficient vehicles, developing sustainable sources of energy, and exploring the farthest reaches of outer space. The impact of project management is most profound in the electronics industry, where the new folk heroes are young professionals whose Herculean efforts lead to the constant flow of new hardware and software products. Project management is not limited to the private sector. Project management is also a vehicle for doing good deeds and solving social

Mentoring Relationships An Analysis Free Essays

Mentoring is defined as a form of teaching where one guides without leading and basically teaches by example. In essence, it’s about helping to learn how to achieve something. Mentoring can be applied to a variety of fields and specialties, including business, the academe, healthcare, and government. We will write a custom essay sample on Mentoring Relationships: An Analysis or any similar topic only for you Order Now For this case study, the focal point of interest as to learning experiences in mentoring will be Dr. Rachel Lindsay. It can be said that Dr. Lindsay has had many different types of mentoring relationships in the course of her professional career. Currently a professor of nursing, her original intent was to be a physician. However, her first mentor became responsible for altering this course of action. This mentor is none other than her own mother, who happened to be a nurse as well. The influence her mother had played a large role in her decision to become a nurse instead, after seeing the work her mother did and eventually becoming comfortable with it. The next major mentoring relationship she had afterwards was when she became a nurse consultant to a dentist who worked with chronically ill people. Her work with the dentist allowed her to gain an intimate perspective of the lives of the chronically ill and affected. Subconsciously, her experiences laid the foundation for her even deeper concern for the welfare of others, especially after being party to the various sufferings and vulnerabilities of the patients who came while she was under the tutelage of the dentist. However, while her experiences thus far with the mentoring process had been successful and beneficial towards her overall development as an individual, there were also times when the system let her down. When given the task of having to deliver a course for nurses who work in nursing homes, Dr. Lindsay immediately discovered a problem with the course in question. Hoping to rectify the situation, she approached her dean, whom she looked up to, in the hopes of him becoming her mentor and help her revise the course to make it a better one. Unfortunately, the dean did not honor this request and only disappointed her. This became her first experience at being let down by a possible mentor in her life. This was further proven when she discussed her career plans, only to find that he was against nurses with advanced degrees. Disillusioned, Dr. Lindsay turned to a nurse practitioner only to be disappointed again; her new mentor only seemed content with discussing procedural knowledge but not abstract changes. These happenings turned out to be for the better however because it signaled her return to the hospital setting, where she would later handle staff development classes and meet another mentor in her life, Bob the HR director. Under him, she learned many new things, not just about the profession itself, but with dealing with others and outside pressures as well. It would not be long before she became satisfied enough to move on to another job. Dr. Lindsay eventually ended up in the academe, where another mentor emerged in the form of her division chair. Just like her other mentors, this one did not seem threatened or impressed that much with her degrees or experience, thus their working relationship became very good indeed. This relationship would soon be tested because of a case of plagiarism of one of Dr. Lindsay’s students, and it can be said that neither Dr. Lindsay nor the subject chair in question saw eye to eye on how best to treat the student. In summary, after all her experiences with different mentors, Dr. Lindsay’s mentoring tool kit should include the knowledge she has gained through her many years in formal education, plus the knowledge she gained through her various experiences. This, combined with the many years she spent under various mentors will help her to become the most effective mentor possible. References Gibson, S. K. (2004). Being mentored: The experience of women faculty. Journal of Career Development, 30(3), 173-188. Stewart, B., Krueger, L. (1996). An evolutionary concept analysis of mentoring in nursing. Journal of Professional Nursing, 12, 311-321. Veenman, S., Denessen, E. (2001). The coaching of teachers: Results of five training studies. Educational Research and Eva How to cite Mentoring Relationships: An Analysis, Essay examples

Organizational Culture Compared free essay sample

To understand organizational culture, it is imperative to first understand culture. Culture can be defined as the beliefs, customs, practices, and social behavior of a particular nation or people; a particular set of attitudes that haracterizes a group of people; or a group of people whose shared beliefs and practices identify the particular place, class or time to which they belong (Encarta). Secondly, one must value the meaning of culture in the work place in order to comprehend its advantages. The ability to interact effectively with members of other cultures often translates into financial gain, increased employment, and better advancement prospects (DeVito 26). The next step in understanding organizational culture is to know the exact definition. Edgar Schein defines it as: A pattern of hared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration, which has worked well enough to be considered valid and, therefore, to be taught to new members as the correct way you perceive, think, and feel in relation to those problems (Nellen). Schein describes the culture of an organization as consisting of three levels. At the fundamental level are the core beliefs and assumptions that members of a culture see as truth (Cheney, that it is necessary for the system to grow, and that workers must be supervised. The second level consists of values and behavioral norms. In this section the organization beings to recognize its involvement in the culture; it becomes aware of its culture. Artifacts are the third level of organizational culture. Artifacts are the portion of the organization that involves the five senses. They are visible and tangible. An example of a cultures artifact is its building or the dress code. Deal and Kennedy defined organizational culture as the way things get done around here. They measured organizations in respect of: * Feedback quick feedback eans an instant response. This could be in monetary terms, but could also be seen in other ways, such as the impact of a great save in a soccer match. * Risk represents the degree of uncertainty in the organizations activities. Using these parameters, they were able to suggest four classifications of organizational culture: * The Tough-Guy Macho Culture. Feedback is quick and the rewards are high. This often applies to fast moving financial activities such as brokerage, but could also apply to a police force, or athletes competing in team sports. This can be a very tressful culture in which to operate. * The Work Hard/Play Hard Culture is characterized by few risks being taken, all with rapid feedback. This is typical in large organizations, which strive for high quality customer service. It is often characterized by team meetings, Jargon and buzzwords. * The Bet your Company Culture, where big stakes decisions are taken, but it may be years before the results are known. Typically, these might involve development or exploration projects, which take years to come to fruition, such as oil prospecting or military aviation. * The Process Culture occurs in organizations where there is little or no feedback. People become bogged down with how things are done not with what is to be achieved. This is often associated with bureaucracies. While it is easy to criticize these cultures for being overly cautious or bogged down in red tape, they do produce consistent results, which are ideal in, for example, public services. Charles Handy (1985) popularized the 1972 work of Roger Harrison of looking at culture which some scholars have used to link organizational structure to organizational culture. He describes Harrisons four ypes thus: * a Power Culture which concentrates power among a few. Control radiates from the center like a web. Power and influence spread out from a central fgure or group. Power desires from the top person and personal relationships with that individual matters more than any formal title of position. Power Cultures have few rules and little bureaucracy; swift decisions can ensue. * In a Role Culture, people have clearly delegated authorities within a highly defined structure. Typically, these organizations form hierarchical bureaucracies. Power derives from a persons osition and little scope exists for expert power. Controlled by procedures, roles descriptions and authority definitions. Predictable and consistent systems and procedures are highly valued. By contrast, in a Task Culture, teams are formed to solve particular problems. Power derives from expertise as long as a team requires expertise. These cultures often feature the multiple reporting lines of a matrix structure. It is all a small team approach, who are highly skilled and specialist in their own markets of experience. * A Person Culture exists where all individuals believe rganizations, s ince the concept of an organization suggests that a group of like- minded individuals pursue the organizational goals. Some professional partnerships can operate as person cultures, because each partner brings a particular expertise and clientele to the firm. Writers from Critical management studies have tended to express skepticism about the functionalist and unitary views of culture put forward by mainstream management thinkers. While not necessarily denying that organizations are cultural phenomena, they would stress the ways in which cultural ssumptions can stifle dissent and reproduce management propaganda and ideology. After all, it would be naive to believe that a single culture exists in all organizations, or that cultural engineering will reflect the interests of all stakeholders within an organization. In any case, Parker has suggested that many of the assumptions of those putting forward theories of organizational culture are not new. They reflect a long-standing tension between cultural and structural (or informal and formal) versions of what organizations are. Further, it is perfectly reasonable to uggest that complex organizations might have many cultures, and that such sub- cultures might overlap and contradict each other. The neat typologies of cultural forms found in textbooks rarely acknowledge such complexities, or the various economic contradictions that exist in capitalist organizations. One of the strongest and widely recognized criticisms of theories that attempt to categorize or pigeonhole organizational culture is that put forward by Linda Smircich. She uses the metaphor of a plant root to represent culture, describing that it drives organizations rather than vice versa.

Sugar Cane Alley Essay Example

Sugar Cane Alley Essay Sugar Cane Alley, originally Rue Cases Negres, was an adaptation of Joseph Zobel’s novel with the same title.   The film was directed by Euzhan Palcy, whom was born and brought up on the archaic island of Martinique in the French West Indies like Zobel.   The film depicts the teenage life and endeavors of a boy named Jose who lives in a rundown-town of Martinique in the mid-1930s, giving viewers a sense of appreciation for what they have.   Jose lives with his grandmother and is well-acquainted with the French colonial presence, but they are far away from his world and life of dearth (Literature Film Quarterly, 2002).   He causes ruckus and learns important life morals from an aged, former slave.   Despite his neuroses, Jose’s meticulousness with his studies eventually pays off.   What is more, Sugar Cane Alley toddles through issues relating to society, politics, and economy.   Thus, gaining director Euzhan Palcy the 1983 Cesar â€Å"Best First Film†. Plot Jose lives in the sugar cane fields of Martinique in the mid-1930s.   From a seemingly normal life, according to what he knows, his world takes quite a turn when he wins a scholarship to attend high school in the capital, Port-de-France.   His life becomes one of many valuable lessons.   Firstly, he learns about the complexity of racial dealings through his friendship with a half black and white boy, the illegitimate son of the Creole plantation owner.   Secondly, he learns about misuse of power when he is confronted with a female neighbor that offers him a meal in exchange for servant work, resulting in late attendance for his class.   Thirdly, he rebels against his stuck-up professor by running away from school to throw rocks at her treasured dishes. (Literature Film Quarterly, 2002).   Lastly, he learns about the African roots of his culture from his guru, who lives in the same village, Medouze. We will write a custom essay sample on Sugar Cane Alley specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sugar Cane Alley specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sugar Cane Alley specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Harsh realities begin due to the fact that Jose’s scholarship is merely partial and his grandmother is forced to drag her tired, old body from door to door in the rich sectors of town as a laundress.   So it is not enough that he already requires himself to make a great effort to meet the deadlines and orders of his teacher, but he also comes to realize where he falls in the class divide.   Of course, this is something completely new to him as he had come from a hometown of equal footing.   Plus, Jose comes face to face with racial and colonial aspects of his life.   The racial element comes into play during his â€Å"moment of glory†, when his teacher reads his essay aloud to his class.   His essay is a representation of a paean to the lives of poverty-stricken African Americans, inspired by the ancient tales of slavery told to him by Medouze.   Medouze had told Jose about a time when he was young boy just like him wherein the blacks emerged from the hills to invade St. Pierre.   With them, they had in tow various weaponry like sticks, machetes, guns, and torches.   According to Medouze, they were ready to attack and burn all the homes and rather than rebelling, the whites remained in their abundant homes out of fear and simply waited to die.   Upon this occurrence, Medouze claimed that t was the end of slavery. (Literature Film Quarterly, 2002).  Ã‚   Though the teacher accuses him of plagiarism, which causes him to take off, it develops into a turning point for Jose.   Moreover, it is truly marked as a milestone as his teacher later decides to follow him home to express his change of opinion and to congratulate him.   Finally, Jose is commenced with a future that can answer questions about his roots, even as his grandmother passes away. Cinematic Style The film has high quality production, in spite of a humble budget.   Palcy’s direction is executed with illusory elegance.   It contentedly unifies psychology and realism in which conventional fiction works are made. The use of unknown child actors is key in this film and is not only exceptionally successful on the children’s part, but also on the part of Palcy’s directing (Literature Film Quarterly, 2002). Through the length of the film, Palcy utilized cinematic juxtaposition in depicting the power struggle, oppositional class forces in society to produce sense out of conflict (Review of Sugar Cane Alley, 1997).   In doing this, the film followed an expansive subject of existence as clashing components that would integrate the structure of the mosaic.   The scenes would continuously change from night to day and vice versa, as if diffusing extreme opposite poles.  Ã‚   To elaborate, there were actually two specific scenes that stood dominant towards one another.   First, there was the funeral scene, wherein the characters have made a fire and they are engrossed in shadows, as opposed to the second and following scene that is set in water and uses bright sunlight (Review of Sugar Cane Alley, 1997).   Thus, Palcy shrewdly illustrated contradictory elements of dark vs. light, fire, vs. water. The film retains the psychological experience of the teenage boy hero as a focal point, but quantifies each scene with illuminating and contextualizing material. It conveys important meaning without lessening the tale to the same (Literature Film Quarterly, 2002).   There is deep sense involved, but the picture is enlightened, so to speak. Indeed, Sugar Cane Alley is a case of paying attention to meticulous detail. Socio-Economic Relationship Palcy’s film ends by emphasizing how the basic economic connection in which black labor produces proceeds for white owners stayed the same after liberation.   The same is apparent through Jose, his grandmother, and Medouze’s storytelling.   First, Jose must adapt to French ways as a source of socio-economic mobility.   Secondly, his grandmother is forced to do laundry for privileged, white folks just to get by and to uphold his education.   Lastly, it seems that Medouze’s primary function is to open senses to perception that defies the hardcore truths in history, regardless of acknowledgement of the roles of black resistance to slavery Racial-Political Issues Racial and class issues are directly confronted in the film through Palcy’s character, Leopald.   This character exemplifies the socio-political position played by the â€Å"mulatto† or bi-racial personality in Martinican society.   Furthermore, he is the child of a white Frenchman and his black mistress.   Leopold’s ego is badly bruised when he overhears his father on his deathbed stating that he will not pass his French family name, de Thorail, to his son. (Literature Film Quarterly, 2002).   For his father, his name is too above a bastard child, even he is his own.   By collaborating the elements of race and society into a lucid character and subplot, the director is able to develop an equally important story.   Leopold demonstrates the fusion but troubled nature of Caribbean identity and there is a direct relationship between his political consciousness and his white father’s rejection.   Hence, this crack in power is definitely meant to expose the politics and fundamental biases against African cultural heritage. Discussion The familial, social, political and economical issues in Euzhan Palcy’s Sugar Cane Alley are probed through her characters.   Not only does Palcy utilize the likes of her protagonist, Jose, but also through her sub-characters and her sub-plots who serve as important influences to Jose.   Moreover, all of his lessons are taken through his encounters with each sub-character.   He learns about racial relations and the history of slavery through Medouze, while learning a different aspect of race, society and politics through Leopold who also involves family hardship.   Through his own family or primary caretaker, his grandmother, he comes to realize the space between where he came from and what he must be in order to advance.   Palcy’s use of authentic actors and eye-catching footage that demonstrate conflicting elements of earthly life fuse reality with something coherent in a very suitable manner.   To conclude, the film and all its entities are of great value and open viewer’s eyes to important issues without preaching.

Whats the Difference Between AP Physics 1, 2, and C Which Should You Take

What's the Difference Between AP Physics 1, 2, and C Which Should You Take SAT / ACT Prep Online Guides and Tips Are you interested in taking AP Physics? You might have noticed that the AP program offers more than one physics course. So what’s the difference between the different AP Physics classes- AP Physics 1, AP Physics 2, and AP Physics C? We will introduce you to them and help you decide which one to take. What AP Physics Classes Are Offered? The AP Program used to offer three physics classes: AP Physics B, AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism. However, the AP program recently replaced AP Physics B, a one-year course, with two one-year courses: AP Physics 1 and AP Physics 2. These are both algebra-based physics courses, which means they don’t require a math background beyond Algebra II. The AP program still offers AP Physics C, which is broken into two courses and exams: Physics C: Mechanics and Physics C: Electricity and Magnetism. Many schools teach these as the same class, or just teach one topic. Both of these courses are calculus-based. This means that there are now four AP Physics exams: AP Physics 1 AP Physics 2 AP Physics C: Electricity and Magnetism AP Physics C: Mechanics The fact that there are now four AP Physics exams can be confusing. So do you take Physics 1, Physics 2, and Physics C in order? What’s new about Physics 1 and Physics 2? We will introduce you to all of the courses and help you decide which class is right for you. AP Physics 1 AP Physics 1 is an algebra-based, introductory, college-level physics course. It explores Newtonian mechanics (including rotational motion), work, energy, power, mechanical waves and sound, and circuits – in other words, fundamental physics concepts. AP Physics 1 was designed to be a first-year physics course which you can take without prior physics experience. This is the main difference from the old AP Physics B course, which was designed to be a second-year physics class. The AP program recommends that students have at least taken geometry and are concurrently taking Algebra II while taking this course. If you’re not that far along in math yet, consider taking a different science class until you’re caught up, as math is very important in physics. AP Physics 2 AP Physics 2 is also an algebra-based, college-level physics course. However, it delves into some more advanced topics than Physics 1. Physics 2 explores fluid statics and dynamics, thermodynamics with kinetic theory, PV diagrams and probability, electrostatics, electrical circuits with capacitors, magnetic fields, electromagnetism, physical and geometric optics, and quantum, atomic, and nuclear physics. AP Physics 2 was designed to be a second-year physics course. This means it could come after AP Physics 1 or any first-year physics course. Much of its content is similar to the old AP Physics B course. You can read the full descriptions of AP Physics 1 and Physics 2 at the Advanced Placement website. AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism Both AP Physics C courses are calculus-based, meaning you should have already taken calculus or concurrently be taking calculus while you take either AP Physics C course. This is the main factor that makes Physics C more challenging than Physics 1 and Physics 2. But what’s the difference between AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism? Mechanics covers kinematics, Newton’s laws, work, energy, power, linear momentum, circular motion and rotation, oscillations and gravitation. As you can see, these are many of the same concepts explored in Physics 1. However, this course goes into more depth than Physics 1 and uses calculus, making it much more challenging. Electricity and Magnetism covers electrostatics, conductors, capacitors, dielectrics, electric circuits, magnetic fields, and electromagnetism. Notice there is some overlap with the Physics 2 curriculum, though again, Physics C will be more difficult since it incorporates calculus. The two topics are sometimes taught as the same course even though there are two different exams, with each topic being taught over one semester. When taught as a single class, Mechanics is usually taught first, and Electricity and Magnetism comes second. If schools only teach one topic, it tends to be Mechanics, since it builds on material most commonly taught in beginning physics classes (Newton’s laws, work, energy, power, etc). Each topic is supposed to be equivalent to one semester of college calculus-based physics. Because of this, AP Physics C is highly recommended to be at least a second-year physics course. You can read a full description of Physics C at the AP website. Which AP Physics Class Should You Take? Now that you know a little bit about the different AP Physics classes, you’re probably wondering which class you should take. Or, if you want to take more than one, you’re probably wondering the best order to take the classes in. We will present a few possible sequences, but we will also give you some steps to follow up with your school so you can choose the class that’s best for you! Option 1: Regular/Honors Physics, Then AP Physics 2 If your school doesn't offer AP Physics 1 or you don't want the first physics class you take to be an AP class, then one option is to start with a regular or honors physics class, where you learn the basic concepts of physics. Then, you can take AP Physics 2 as your second physics class. This option is ideal for students whose schools don't offer multiple AP Physics classes as well as students who don't have the time or desire to take multiple AP Physics classes. Physics 2 is the best AP Physics class to take after a regular or honors physics class (Physics 1 would pretty much just repeat what you already learned), although AP Physics C is also an option if you're taking/have already taken calculus. Option 2: AP Physics 1, Then AP Physics 2 The AP program says taking Physics 1 and 2 provide a solid physics background for future pre-med, geology, and life sciences students. They also say it’s a good option for students attending colleges where they will have to fulfill a science requirement but will not be studying science as their major. If your school teaches AP Physics 2 but not AP Physics 1, you can just replace AP Physics 1 with whatever introduction to physics course your school offers. Don’t jump straight into AP Physics 2 – it’s meant to be a second-year physics course! If your school teaches AP Physics 1 but not AP Physics 2, you could take Physics 1 and then take another natural science course (including chemistry and biology), a science elective, or consider taking AP Physics C if your school offers it. Option 3: AP Physics 1, Then AP Physics C AP recommends Physics C (along with AP Calculus AB or Calculus BC) for students aiming for engineering or physical science majors in college. However, taking AP Physics 1, Physics 2, and Physics C might be overkill – you would lose time for biology and chemistry. Getting exposure to all three natural sciences is important for a well-rounded, challenging high school career, especially if you're going into science or engineering. You also want to make sure you can fit in at least one of the AP Calculus classes. So if you want to take Physics C, start with AP Physics 1 (or a regular physics course), and then take AP Physics C, which will give you a total of two physics classes during high school. Physics C is intended as at least a second-year course, so don’t jump into it unprepared. Also make sure you have taken or are taking calculus while you take AP Physics C. Next Steps Now that you have a better idea of what the AP Physics classes cover and the general order they should be taken in, what should you do next? Read this section for the five steps you should follow. #1: Meet with your guidance counselor and find out which physics courses your school teaches. Do they offer both AP Physics 1 and AP Physics 2, or do they just offer a basic introductory physics course? Do they teach AP Physics C? If so, do they teach Mechanics, Electricity and Magnetism, or both? Getting these answers is the first step to planning your schedule. Also keep in mind that since Physics 1 and Physics 2 are new classes, schools might still be working them into their schedules over the next few years. #2: During the meeting, ask about the recommended physics course sequence at your school. There may be required prerequisite courses or placement tests for the AP Physics courses, or your school might have a recommended order of science classes that includes biology and chemistry. #3: Find out who teaches the AP Physics classes Ask your counselor and ask other students. You can ask other students currently taking AP Physics what they think of the teacher and how prepared they feel for the AP test. You can ask your counselor what the AP Physics test pass rate is like at your school. Getting some background on how the classes are taught at your school can help you decide if AP Physics is right for you. As a brief example, at my high school, our AP Physics class included a lot of independent work and self-studying. It was great for students who were self-motivated, but challenging for students who wanted more support. Many students decided whether to take AP Physics based on whether they thought they could handle the independent nature of the class. #4: Ask for the syllabi for the different physics classes if you want to find out about the workload and topics they cover. This might help you choose between taking a regular introduction to physics course or AP Physics 1, or choose between AP Physics 2 and AP Physics C. #5: Find out about any summer assignments. AP courses often have summer assignments. AP Physics C in particular is likely to have summer work, especially if your school teaches both topics. Make sure to consider your schedule and summer commitments (like camps, jobs or trips) before signing up. And finally, be aware that Physics 1 and 2 are fairly courses so there are still kinks to be worked out. They won't have as many old-free response questions and other official practice materials to study with. If your school has a very strong, established AP Physics C class, it might be a better option for you if you’re up to the challenge. Bottom Line Aim to take AP Physics C if you are a future engineer or natural sciences major – but take it alongside or after taking calculus. If your school doesn’t offer Physics C, take AP Physics 2 or honors physics if you can. Taking AP Physics 1 and Physics 2 is plenty if you aren’t going to study natural sciences or engineering, but want to take challenging science courses in high school. If you’re considering college engineering but aren’t sure if it’s right for you, taking AP Physics C could be a good way to find out if you are up to the challenge and enjoy the topics you would continue to explore in college. What’s Next? Want to dip your toe into the physics pool to see if physics is the right AP science for you? We have straightforward articles on the law of conservation of mass, the specific heat of water, and the three formulas you need to calculate acceleration. How many AP courses total should you take? What if you want to get into an Ivy League school? Read our advice on AP course load here. Also studying for the SAT/ACT? Learn the difference between the two tests, including why one tests science and one doesn’t. Also figure out which test you will do best on. Curious about what it takes to get a perfect SAT score? Read advice from our full-scorer. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Biodiversity Loss and Extinction

Loss of biodiversity and loss of extinction Biodiversity can cause extinction and harm to human lives. We are responsible for environmental consideration. We introduced a machine that destroys the environment and destroys the life of animals. We need to limit the land and resources we consume. There are several major problems that cause seeds to die out and cause our way of life to be compromised. Other animals may also affect the change in the food chain. Many of the problems of biodiversity loss are due to the interaction between humans and the environment. Statements concerning animal agriculture as a major factor in the loss of biodiversity and the extinction of species have received numerous discussions and interviews with the major authors and scientists working on the Convention on Biological Diversity and IUCN and the Millennium Ecosystem Support of publications on current biodiversity assessment proposed in the evaluation. , IUCN Red List, and prospects for global environmen t and biodiversity. As of August 2012, the assessment of world species in 2004 is the latest empirical data on global extinction rates based on birds, mammals and amphibians. Dr. Oppenlander and Dr. Simon Stuart, Interview with the International Committee Chair for Conservation of Nature Conservation Species: Main factors of loss of biodiversity: threat to cause loss of biodiversity / cause evolution of biodiversity loss / natural process of species / aging of ecosystem natural climate change / global warming invasive species / biodiversity of driver The loss is beyond its initial distribution range. Explanation of loss of biodiversity due to overfishing / abuse pollution / inadequate nutrient loading of ecosystems Direct cause direct explanation Explain the cause of basic biodiversity loss with indirect dynamics / Background rate of loss of biodiversity / where is the intruder responsible for reducing the historical proportion of species extinction? Invasive invasive range of invas ive alien species in your country

Article Reviews Essay Example | Topics and Well Written Essays - 750 words

Article Reviews - Essay Example d) Follow up questions that probe managers’ moral reasoning by focusing upon key organizational values. Managers often face moral and ethical conflicts in workplace; however, little experimental research has sought to identify with the reasoning analysis managers use to determine these conflicts. A better insight of a manager’s moral analysis could lead to a greater awareness of the influences upon managerial decision making when faced with ethical dilemma like the organization culture and individual values, greater predictability of organizational and managerial principled behavior and the construction of organizational guides and incentives to aid managers towards moral action (Weber, 300). One of major obstacles towards a better perception of managers’ logic lies in the lack of available and suitable methods to assess manager’s decision making process when faced with moral or ethical dilemmas. The result of this study includes a model for developing and reviewing the moral content of corporations. With its help, corporations’ principles can be improved, defined and measured. An annual ethics report can provide the stakeholders with insight into the formal and factual efforts of the organization, the consequences of its actions and the specific hurdles faced by these corporations in implementing their business agenda. Nonetheless, because of the huge tasks which corporations put up with, the internal delegation of responsibilities, the increasing sophistication of business operations, and authority; the vulnerability to unethical conduct increases as a result. Carroll, Archie B. The Pyramid of Corporate Social responsibility: Towards the Moral Management of Organizational Stakeholders. Business Horizons (July-August). 1991). pp 39-48. Several companies have come up with internal policies relating to the moral behavior of workforce since most of these simple and more in depth policies are contained in corporate ethics codes. They are predestined to make out the company's future expectations of employees and to offer direction on executing some of the regular ethical problems that arise in the process of doing business; therefore, it is believed that by putting such a policy in place, it will lead to better ethical consistency in application, avoidance of ethical disasters and awareness. Increasing number of organizations requires staff to attend workshops and seminars regarding business activities that frequently include the company's legal requirements, specific case studies, and policies (Carroll 43). Some companies require their staffs to sign agreements indicating that they will stand by the company's rules of conduct. Some companies believe that corporate ethics codes are primarily entrenched in useful concerns, and are primarily to limit the company's legal burden. The company will keep away from a lawsuit because its workers will follow the rules; nonetheless, should it happen, the company can as sert that the crisis would not have arisen if the staff had followed the corporate codes of ethics accurately. Corporate codes of Ethics are essential not only in business environment but also in all areas of life because it forms an important part of the basis on which cultured society is founded. A society or business that lacks moral principles is bound to fail. Porter, Michael and Mark, Kramer. â€Å"Creation Shared Value: How to Reinvent Capitalism and Unleash a Wave of innovation and Growth†