buy custom College Athletes essay

buy custom College Athletes essay If well calculated, there is enormous revenue gained through sports into colleges. An average player of Football Bowl Subdivision is worth $121, 000. A same level basketball player would be worth$265,000 per year. This is according to a professor in a national athletes advocacy group, but the heated debate remains that of whether the college athletes should be paid or not. Athletes serve as a central attraction when it comes to college sports. The argument has always been put forward by the National Collegiate Athletic Association (NCAA) that college athletics sit on the principle of amateurism. However, Walter Byers, a former NCAA executive director admits that amateurism is an economic camouflage to hide monopoly thus, an immoral issue. The college athletes are eligible to a payment over and above the privileges that come with playing for their institutions like scholarships, free tuition, education lockbox, and others. Denying them what is theirs serves to worsen the situation of college sports which should be a corporate generating billion dollars. College athletes generate enormous monetary benefits. These benefits go to the NCAA while the same students struggle to meet even the mere basic requirements. The Price of Poverty in Big Time College Sports tells us that the athletes only receive athletic scholarships that cover partially the cost of attending schools. This leaves most of them below the poverty line. The cost of attending school is between$ 952 and$ 6,127 depending on different colleges. This is way beyond what these athletes get because they should not work except during summer. They have tight schedules due to trainings, practice and classes. NCAA restricts them from seeking endorsements. They argue that they are only amateurs thus, should be protected against commercial exploitation. Many college athletes spend most of their time in athletics. Those in Division I spend 39 hours while the ones in Bowl Subdivision spend 43.3 hours per week in athletics. This means that this should be looked at like a full-time employment and; thus, this critical time player should be paid. However, the main beneficiaries of this system are the coaches, the bowl directors, conference commissioners and the athletic directors who receive multimillion dollars as salaries. Research has found that some football coaches bonuses could amount to more than their teams entire scholarship shortfall. This is so exploitative to the college athletes, who sacrifice even their academic performances to direct all their efforts to athletics. They should be the first ones to enjoy the fruits of their hard labor. They sweat and tire in the field for their schools to achieve such rewards. The NCAA does not allow athletes to accept benefits offered other than their scholarships. This has set the athletic program up for failure. There are many organizations that are up to grab athletes who are desperately in need of their assistance. The scholarship they offer does not cover basic costs like food and rent. R. Jay Soward accepted money from NFL agent saying that NCAA scholarship did not meet his basic requirements. Many athletes manage to go through their college life through getting into menial jobs like Soward, who had to sell toilet papers and soaps to hotels. This is so controversial being a member of a team that is bringing billions of dollars to the college. Athletes need to lead a comfortable and the exceptional life without the need to go through such struggles. They may end up diverting their minds from athletics so as to earn a livelihood. They mostly find themselves blinded that their labor in athletics will pay their way through school, but they earn far less than their market value. Colleges view athletics as a business opportunity to make money and to brand their name. However, in business, there are times to reap immense profits and others to incur some losses. This translates that there should be no fixed amount of money that should be termed as payment though there should be a minimum set amount. Different colleges get different kinds of money from their athletic engagements. For example, Texas has always led when it comes to athletics. Florida may not pay its players equal amounts to Texas. It should be able to offer a considerable amount to its players for the work they do. The benefits that colleges reap from athletics should be directed to the people who directly earn them. These are the athletes who sweat and run tirelessly in the field in order to see their teams emerge winners. They should be the first beneficiaries though this is not always the case. The key question remains why deny them what they should rightfully get. The answer is that their bene fits go to a coachs pocket, yet he has just improved on what is already there. Many athletes hurt while in the field playing or even during training. It is so heartbreaking that many of them have lost their legs, eyes, arms and some have died in the course of athletics. Most of the college athletes are still under their parents. They fully rely on their parents and, most of these parents are not financially able. They are still under their parents insurance cover, and most of the parents do not take insurance against athletic issues. Parents have taken unnecessary burdens when their children hurt while playing for their schools. They are unnecessary in the fact that they are burdens that ought to be fully taken care of by the NCAA. Often, the NCAA has abandoned such cases and left the parents to take care of their injured children. There are many reasons that NCAA has put forward as to why the college students should not be paid. They argue that they get scholarships and free housing. However, this argument may not hold much water since if they were not in athletics, they would be permitted to apply for financial grants and aids to help them cover their expenses in school. NCAA terms college athletes as amateur athletes and are, therefore, not fit to get commercial contracts. However, these athletes are not able to secure any form of partial employment because of their travel times and practice schedules. They find themselves in compromising situations whereby, they take the money and material things under the table from those who have an interest in their career. In conclusion, college athletes contribute highly to their colleges. They deserve to be paid in order to keep their spirit going. They should be allocated a considerable stipend in order to help them lead a decent life in college. They should share in the benefits that they have brought to their colleges. They should also be entitled to medical insurance that covers risks related to their athletics. The NCAA should consider the effort that these athletes put to achieve so much for their colleges and NCAA as an association. Those who oppose the payment of the college athletes should look in to the efforts of the athletes and, compare it with the miserable life that they lead. Those who oppose payment for college athletes should join the proponent. It will unify college athletes and those who support them thus, bringing strength in voicing for the payment that they fight for long enough. Buy custom College Athletes essay

Lines and Slopes in SAT Math Geometry Strategies

Lines and Slopes in SAT Math Geometry Strategies SAT / ACT Prep Online Guides and Tips In our SAT guide to lines and angles, we dealt with parallel lines, perpendiculars, and the many different ways to find angle measures with two or more lines. Now, we’ll look at the other aspect of lines, namely their slopes and equations. This will be your complete guide to lines and slopes- what slopes mean, how to find them, and how to solve the many types of slope and line equation questions you’ll see on the SAT. What Are Lines and Slopes? Before we start, you may want to take a moment to familiarize yourself with our guide to SAT coordinate points in order to refresh yourself on the basics of coordinate geometry. Basically, coordinate geometry takes place in the space where the $x$-axis and the $y$-axis meet. Any place on this space is given a coordinate point- written as $(x, y)$- that indicates where the point is along each axis. A line (or line segment) is a completely straight marker with no curvature. It is made up of (and connects) a series of points together. A slope is the measure of the slant (steepness) of a line. A slope is found by finding the change in distance along the y axis over the change in distance along the $x$ axis. You are probably most familiar with this concept by finding the â€Å"rise over run† to find the slope of a line. $${\change \in y}/{\change \in x}$$ Here is a typical line, presented on the coordinate grid. To find our slope, first start by marking the points where the line hits the grid at perfect integer coordinates. This will make life simpler when we go to find the slope. Wherever the grid meets at a corner, we will have coordinates that are integers. We can see here that our line hits the coordinates: $(-3, 4)$, $(0, 2)$, and $(3, 0)$. Now let us find the rise and run of the line. Our "rise" will be -2, as we must move down 2 units to reach the next coordinate point in our line. Our run will be +3, as we must move 3 units to the right to reach the next coordinate point in our line. So our final slope will be: $\rise/\run$ $-{2/3}$ Properties of Slopes A slope can either be positive or negative. A positive slope rises from left to right. A negative slope falls from left to right. A straight horizontal line has a slope of zero. It will be defined by one axis only. $y=2$ A straight vertical line has an undefined slope (because run will always be 0, and you can't divide by 0). It will be defined by one axis only. $x=2.5$ The steeper the line, the larger the slope. The red line is steepest, with a slope of $4/1$, or 4. The blue line is not as steep, with a slope of $4/9$ San Francisco knows a little bit about steep slopes. Line and Slope Formulas Finding the Slope $${y_2 - y_1}/{x_2 - x_1}$$ In order to find the slope of a line that connects two points, you must find the change in the y-values over the change in the x-values. (Note: It does not matter which points you assign as $(x_1,y_1)$ and $(x_2,y_2)$, so long as you are consistent.) Given the coordinates $(2, 2)$ and $(-1, 0)$, find the slope of the line. Now, we can solve this question in one of two ways- by drawing a graph and counting, or by using our formula. Since we already saw earlier how it's possible to count out our slope on a graph, let us use our formula to see how it's done. Of the two coordinate points, we must assign one set to be $x_1$ and $y_1$ and the other to be $x_2$ and $y_2$. Let us pick (2, 2) to be our $x_1$ and $y_1$ and (-1, 0) to be our $x_2$ and $y_2$. ${y_2 - y_1}/{x_2 - x_1}$ $(0 - 2)/(-1 - 2)$ ${-2}/{-3}$ $2/3$ But what would have happened had we assigned $(-1, 0)$ to be our $x_1$ and $y_1$ and $(2, 2)$ to be our $x_2$ and $y_2$? We would have gotten the same results either way! ${y_2 - y_1}/{x_2 - x_1}$ $(2 - 0)/(2 - -1)$ $2/3$ No matter which coordinates we assign to be the first or second values for x and y, we will end up with the same slope so long as we are consistent. Equation of a Line $$y=mx+b$$ This is called the â€Å"equation of a line† or a line in "slope-intercept form" and it shows exactly how a line is positioned along the $x$- and $y$-axes as well as how steep it is. This is the most important formula you’ll need when it comes to lines and slopes, so let’s break it into pieces. $y$ is your $y$-coordinate value for any particular value of $x$. $x$ is your $x$-coordinate value for any particular value of $y$. $m$ is the measure of your slope. $b$ is the $y$-intercept value of your line. This means that it is the value where the line hits the $y$-axis (remember, a straight line will only hit each axis a maximum of one time). Find the equation of the line from the graph. We're using the same graph from above, and we can see that the line intersects with the $y$-axis at around $y=0.5.$* We also determined earlier that the slope is $2/3$. So when we put those two pieces of information together, the equation of our line would be: $y = {2/3}x + 0.5$ *If the question wants you to be more specific than "about a half" about what fraction of a number the line hits $x=0$ or $y=0$ at, it will have a more detailed drawing. In this question, while the actual intercept for a line with coordinates $(2,2)$ and $(0,-1)$ would actually be $2/3$ or $0.66$, not $0.5$, the graph is not at a scale where you could reasonably visually estimate that. Remember to always re-write any line equations you are given into the proper form! Often, the test will try to trip you up by giving you an equation not written in proper form and asking for the slope of the line. This is to get people to make a mistake if they are going too quickly through the test. $$tx+12y=-3$$ The equation above is the equation of a line in the $xy$-plane, and $t$ is a constant. If the slope of the line is -10, what is the value of $t$? First, let us put this equation into the proper equation of a line. $tx+12y = −3$ $12y = −tx−3$ $y = - {tx}/{12} -3/12$ Now, we only care about finding the slope, so let’s find the value of t (our slope) by using our given. $-{t/12} = -10$ $-t = -120$ $t = 120$ Our final answer is $t = 120$. Always remember to set up your equation as your first step and you’ll be able to solve most any slope problem quickly and easily. Perpendicular Lines When two lines meet at right angles, the lines are called â€Å"perpendicular.† Perpendicular lines will always have slopes that are negative reciprocals of one another. This means that you must reverse both the sign of the slope as well as the fraction. For example, if a two lines are perpendicular to one another and one has a slope of $3/4$ the other line will have a slope of $-{4/3}$. Perpendicular lines with slopes of $3/4$ and $-{4/3}$ And if a line has a slope of −5, the line that meets it perpendicularly will have a slope of $1/5$. Parallel Lines When two lines will never meet, no matter how infinitely long they extend, the lines are said to be parallel. This means that they are continuously equidistant. If two lines are parallel, they will also have the same slope. You can see why this makes sense, since the rise over run will always have to be the same in order to make sure that the lines will never touch. Parallel lines with slopes of $4/3$ When lines turn devious. Typical Line and Slope Questions Most line and slope questions on the SAT are quite basic at their core. You’ll generally see two questions on slopes per test and almost all of them will simply ask you to find the slope of a line or the equation of a line. The test may attempt to complicate the question by using other shapes or figures, but the questions always boil down to these simple concepts. Just remember to re-write any given equations into the proper slope-intercept form and keep in mind your rules for finding slopes (and your rules for parallel or perpendicular lines). With this knowledge in hand, you’ll be able to solve these types of problems quickly and easily. From the graph, we can see that the y-intercept of the line is (0,1). The line also passes through the point (1,2). This is enough information for us to figure out the slope of the line, which we know is ${\change \in y}/{\change \in x}$. ${2-1}/{1-0}={1}/{1}=1$ Now we know that the slope of the line is 1. In slope-intercept form, the equation for line $l$ is $y=x+1$ or choice D. Our final answer is D. We know that slope is the ${\change \in y}/{\change \in x}$. The equation $y=kx +4$ is already in slope-intercept form, so we know the slope of the line is $k$. We also know that the line contains the point $(c,d)$ which means we can substitute those variables for $(x,y)$ in the equation. This gives us $d=kc+4$ Solving for this equation for the slope, $k$, gives us $k= {d-4}/c$ Our final answer is A, ${d-4}/c$ How to Solve a Line and Slope Problem As you go through your line and slope problems, keep in mind these tips: #1: Always rearrange your equation into $y=mx+b$ The test makers will often present you with an equation of a line that is not in proper form, for example: $4y+3x=12$. If you are going too quickly through the test or if you forget to rearrange the given equation into proper slope-intercept form, you will misidentify the slope of the line. So always remember to rearrange your equation into proper form as your first step. $4y + 3x = 12$ = $y = −{3/4}x + 3$ #2: Always remember your $\rise/\run$ It can be easy to make a mistake try to find the change in $x$ before finding the change in y, as our brains are used to doing things "in order." Keep careful track of your variables in order to reduce careless mistakes of this nature. Remember the mantra of "rise over run" and this will help you always know to find your change in y over your change in $x$. #3: Make your own graph and/or count to find your slope Because the slope is always "rise over run," you can always find the slope with a graph- whether from a given graph or from your own. It's never a bad idea to take a second and make your own graph if you are not provided with one. This will help you better visualize the problem and avoid errors. If you forget your formulas (or simply don't want to use them), simply count how the line rises (or falls) and trace its "run," and you will always find your slope. Oh, for the days when all we needed to know about lines was how to color in (or out of) them.... Test Your Knowledge Now that we’ve walked through the typical slope questions you’ll see on the test (and a few basic tips you’ll need to solve them), let’s put your knowledge to the test. 1. 2. 3. 4. Answers: D, A, B, D Answer Explanations: 1. We know that slope is the ${\change \in y}/{\change \in x}$. We are also told that our slope is -2, which means it must be $-{2/1}$. This means that, for every time our y value decreases by 2, our x value increases by 1. And every time our y value increases by 2, our x value will decrease by 1. If we use our rectangle, we also have one point of reference on the line. We can see that the rectangle has a length of 3 (because it spans horizontally from $x=0$ to $x=3$) and a length of 4 (because it spans vertically from $y=0$ to $y=4$). This means that the rectangle hits the line at the top right corner at coordinates (3, 4). Now we can simply count where the line will hit the y-axis. Because the slope increases horizontally (along the x-axis) one unit at a time, we can see that there will be $3/1 = 3$ even points along the line needed to find the y-intercept. Basically, this means that we are taking the slope, $-{2/1}$, and multiplying it by 3 to get $-{6/3}$. In other words, we are adding 6 to the change in y and subtracting 3 from the change in x because we are taking the slope backwards. So now we can find our new point by saying that we increased our y-value from 4 to $4+6=10$, and we have decreased our x-value from 3 to $3−3=0$, which would give us the new slope of: $(4 + 6)/(3 - 3) = 10/0$ So our new coordinate point is (0, 10), which means that our y-intercept is 10. Our final answer is D, 10. 2. We know that we can find the slope of the line using ${y_2 - y_1}/{x_2 - x_1}$, so let's plug in our coordinates of (0,r) and (s,0) for these values. ${y_2 - y_1}/{x_2 - x_1}$ $(0 - r)/(s - 0)$ $r/s$ Our s will remain unchanged, but our r value will become negative, as it is being subtracted from zero. Our final answer is A. 3. If you count to the point at which the line crosses the y-intercept, you can see it hits at $y=3$ In the equation $y=mx+b$, the b is the y-intercept. That means our b will be 3. We can therefore cross off answer choices A and D, leaving us down to B, C, and E. We can also see that our line falls from left to right, so our slope will be negative. This means we can eliminate answer choice E, leaving us between choices B and C. Now let’s take the two points at which the line hits the axes. We already saw that the line hits the y-intercept at $y=3$ and we can also see that the line hits the x-axis at $x=2$. This means our line hits coordinates (0, 3) and (2, 0). This means that the change in our y value is -3 and the change in our x value is +2. (Why? Because we decreased our y value by 3 and we increased our x value by 2.) So our slope must be $-{3/2}$, which means that our final equation will be: $y = -{3/2}x + 3$ Our final answer is B. 4. We're told that the equation of the line is $y=2x-5$. This means that the slope of the line is 2 and the $y$-intercept is at (0,-5). A slope of 2 means that, for each increase in $x$ of 1, $y$ increases by 2. Looking at each of the graphs, choices C and D are the only lines with a slope of 2. (Don't be fooled by choice B which has a slope of -2). Next we can look at $y$-intercepts. The line in choice C has a $y$-intercept at ($0,5)$, which doesn't match the equation of the line we were given. However, choice D's line has a $y$-intercept at $(0,-5)$, which is exactly what we're looking for. Choice D is the only line with both the correct slope and y-intercept. Our final answer is D. Hurray, hurray! You've found your slopes, you know your lines! Congrats, congrats. The Take-Aways Once you have familiarized yourself with the basics of coordinate geometry, slopes should not be too far off field. Though the SAT will try to complicate problems as much as they are reasonably able, questions on lines and slopes are almost always easier than they appear. Keep your important formulas close to your heart and be vigilant with your negative signs, and you’ll do just fine when it comes to slopes and intercepts. What’s Next? Phew! You've learned all there is to learn about your slopes angles. Luckily for you (for a certain definition of "luck"), there is so much more to learn! Before you continue on, make sure you have a firm grasp of all the topics covered on SAT math so that you can see what to prioritize. If you're looking for a particular math topic, scope out our SAT math archive for individual topic guides like this one. We've got guides to solid geometry, probability, ratios, and more! If you don't know where to begin, make sure you take a practice test and see how your score ranks. This will give you a good sense of where your strengths and weaknesses are and how you should focus your study time. Looking to get a perfect score? Check out our guide to getting an 800, written by a perfect scorer! Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Project and Programme Management Essay Example | Topics and Well Written Essays - 1750 words

Project and Programme Management - Essay Example ue that the scope as well functions of project and operations often overlap, hence our analysis will be presented mostly within this grey area – when do we draw the line, when do they complement, and so on – and in the process outlining the support for our thesis. Thien is a project manager in his organization. Vice Presidents, directors and managers in other departments approach him daily whenever there is a new product or project to be investigated, initiated or launched. For instance, yesterday the Marketing Manager requested him to direct a campaign involving an invitation for clients in their database to visit the organization’s web site and see their new product lines. However, part of this project requires the website to be updated on a daily basis. The campaign sounds just like a job for the project manager but the cyclical aspect of maintaining the website seems to be a facet of an on-going operations. How was this possible? Let us outline the nature of projects and operations and, henceforth, eliminate the grey area. According to Marion Haynes, project management differs from other management schemes in two significant ways. â€Å"First, while department managers or managers of other organizational units expect their departments to exist indefinitely, project managers focus on an undertaking with a finite life span. Second, projects frequently need resources on a temporary basis, whereas permanent organizations try to utilize resources full-time.† (p. 3) As its name connotes, project management concerns itself with a project but only one. It has a beginning and an end – a time-bound process - since it is a one-time endeavor. According to Baum, evaluation caps the five stages of project management so there is a closure to the cycle. (Cracknell 2000, p. 95) It may be employed within the scope of an operation or other business processes. Most stakeholders in this management strategy believe that it is a linear process where operations management

How Does Language Define Who We Are Essay Example | Topics and Well Written Essays - 750 words

How Does Language Define Who We Are - Essay Example For instance, the English that one uses at home is poles apart from the language one would employ in ones workplace or educational institution. This is because when a person is around his family or friends, i.e. around people who are intimate with him and have known him for a length of time, the mask that one wears to the outside world slips away and an individual feels no need to hide behind a facade of formality. This natural and daily transition that one makes from formal mode to casual mode, might appear strange when studied from a distance but if one were to observe closely, it would be seen that this is universal behavior where even the most formal of people will be seen using an entirely different type of English when in informal surroundings. Another point worth noticing is how individuals for whom English is not their mother tongue, speak it. There is a common perception amongst people that those who speak accurate English, free from any grammatical errors, are gifted with greater insight, depth of perception, logic and common sense and have comparatively superior education and wisdom than those who speak, as Tan puts it, "broken" "fractured" or "limited" English. This case is discussed at great length by Tan who gives the example of her own mother. Tan's mother reads the Forbes report, listens to Wall Street Week, converses with her stockbroker and reads Shirley McLain's novels (p.258). All these prove that she is a woman of above-average intelligence and her command over English language is better than most people, even better than those whose mother tongue is English. Unfortunately, Tan's mother's speaking powers are slightly weak and she tends to speak English that is grammatically poor. As a result, she faces great difficulty in her day to day life as most people in public places such as banks, restaurants and hospi tals ignore her or are rude to her. For them she portrays the image of a woman who is unable to understand and pick up simple rules of a simple language. It is due to this that once, even her daughter, despite knowing of her mother's reading habits and talents, thought of her as somehow lacking in wisdom. As Tan writes, "I was ashamed of her English. I believed that her English reflected the quality of what she had to say. That is, because she expressed them imperfectly, her thoughts were imperfect" (p.259). It cannot be denied that basic judgments about people are made based on a lot of factors, not the least of which is the person's language. A person who uses well-crafted sentences, employs all manner of embellishments or better still, uses difficult words, is considered to be highly learned, professional and someone with hordes of intellect. Perri Klass, a pediatrician by profession, related just such an experience from her personal life in her witty essay "She's Your Basic LOL in NAD." She relates how she came to adopt the medical jargon that her colleagues used in their daily communication while discussing patients' medical condition. Klass relates her initial sense of awe at hearing all those acronyms and how even the complicated LOL turned out to be nothing more than "Little Old Lady" (p.98) but sounded extremely professional nonetheless. Klass recounts how she happily used these words despite knowing that at times they were nothing but deliberate

Three Cultural Regions of America Before Colonization Essay Example for Free

Three Cultural Regions of America Before Colonization Essay The three cultural regions of North America preceding colonization were the southwest, south, and Northeast. In these three cultural regions, there were several different groups of people that occupy the land. The Southwest region has the Pueblo Peoples or Pueblos. The south region has the Cherokee. The northeast has the Algonquians. The Pueblo peoples or the Pueblos settled mainly on the east of the Grand Canyon. The Pueblos traditional homes were made from the sandstone, which was held in place with mud. The houses were stocked up together as defense in mind. There were several groups that made up the pueblo peoples. The Pueblos spoke several dialects but one thing they all had in common was their affection and commitment to their land and their villages. Each Pueblo peoples clan and secret religious societies have their own political independence but still followed the same communal pattern. Various leaders from the clans and the religious societies formed the governing systems of the Pueblo villages. The Pueblos relied on farming. They grew corn, squash, beans and pumpkins. The Southwest region was extremely dry but they were still able to get irrigation sources from the several rivers that flowed out from the mountains. The Pueblos have several ceremonies and rituals which involves dancing, singing, chanting, and impersonations. The rituals and ceremonies were performed for marking important events, celebrating planting and harvesting, and to pray for rain. The Cherokees settled mainly on the high mountains. The Cherokees traditional homes typically have two separate houses that were designed to fit the changing climate. The Cherokees were one of the largest groups in the south region. The women often played a great role on the group. They were responsible for the household and clan was passed on through mothers, also known as the matrilineal kinship system. The group was not ruled by class or kings. Elderly men governed the tribe but the women were as powerful and influential leaders of the community. Although the south enjoys the climate suitable for farming, it was not as important as hunting. As the women tended crops in the fields, the men provided for the family by hunting and fishing. As the men hunt, the female farmed. The main concerns for the Cherokees were sustaining harmony. The Cherokees have rituals and ceremonies that balance in the world and help maintained harmony. When a hunter killed a deer, he performs a ritual as a sign of apology. They perform a ceremony called the Green Corn Ceremony, which symbolizes as a thanksgiving celebration for the harvest and a sign of new beginnings. The Algonquians settled mainly in the woodland sections of Atlantic and around the Great Lakes. The Algonquians built their villages near rivers and lakes and were usually very small. Traditional homes were built dome-shaped. Young Trees, or saplings, were used to build frames. Most of the communities were independent. There were approximately over fifty Algonquians tribes, which were separated into smaller groups called the bands. The bands were consisted of several extended families who belongs to same villages and each had a chief. The Algonquians hunted, fished and farmed. The Algonquians were experts on farming. They planted beans, corns, squash, pumpkins, sunflowers, and tobaccos. The Algonquians believed in supreme spirit. The Spirit was believed to have helped them grow crops and hunt for food. They had ceremonies held at different times such as planting season, harvest time, and hunting season. They danced, sing, and played instruments. Tobacco was used at these ceremonies because the Algonquians believed that the smoke had the ability to take their messages to the supreme spirits. Faragher, John M. Buhle, Mari Jo, Czitrom, Daniel, Armitage, Susan Out of Many Upper Saddle River, New Jersey, c2009 Perdue, Theda Indians of North America: The Cherokee United States of America: Chelsea House Publishers, c1989 Santella, Andrew First NAtions of North America: Southeast Indians Chicago, IL: Heinenabb Library an imprint of Capstone Global Library, LLC, c2012 Broida, Marian First Americans: The Pueblo Tarrytown, New York: Marshall Cavendish Corporation, c2006 Kellogg, William O. American History: The Easy Way United States of America: Barrons Educational Series, Inc, c2003 Quiri, Patricia R. The Algonquian United States of America: Franklin Watts, c1992

Woody Guthrie Essay -- Biography Biographies

Woody Guthrie   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Woody Guthrie, born Woodrow Wilson Guthrie, was born in Okemah, Oklahoma in 1912. When he was 16 he began to travel around the United States (Feather 428). He had a great love for music and soon began writing his own songs about the Great Depression and the treatment of the migrant workers, who were forced to move west because of the Dust Bowl.   Ã‚  Ã‚  Ã‚  Ã‚  His music greatly influenced many people across the country. However, Woody never let the fame go to his head.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"When Woody Guthrie was singing hillbilly songs on a little Los Angeles radio station in the late 1930’s, he used to mail out a small mimeographed songbook to listeners who wanted the words to his songs, On the bottom page appeared the following: ‘This song is Copyrighted in U.S., under Seal of Copyright # 154085, for a period of 28 years, and anybody caught singin it without our permission, will be mighty good friends of ourn, cause we don’t give a dern. Publish it. Write it. Sing it. Swing to it. Yodel it. We wrote it, that’s all   Ã‚  Ã‚  Ã‚  Ã‚  we wanted to do.’†(qtd. Pete Seeger www.geocities.com/Nashville/ 3448/guthrie.html) Woody was very passionate about his causes. He felt very strongly about the mistreatment of the migrant workers, probably because he was himself an â€Å"Okie†. His works served as inspiration for musicians like Bob Dylan and Pete Reeves 2 Seeger and not to mention â€Å"countless, less-famous others† (www.geocities.com/Nashville3448 guthrie.html) ...

Contrast Between High School and College Essay

A good education is an important part of one’s life. In order for one to accomplish his or her goals and have a good education, this individual need to attend both high school and college. I find both high school and college to be very different although some people think high school has a lot in common with college. My first year of enrollment into college, I notice that there are many differences between them. These differences include responsibilities, atmosphere, and freedom. To begin with, there are many ways in which the responsibilities of both teachers and students in high school differ from teachers and students in college. It’s been cleared to me that high school teachers are much stricter and they provide more rules for the students to follow. Teachers are responsible for making sure each student obeys these rules and carry out disciplinary actions for those who did not obey them. One example in which a teacher has taken on a disciplinary action was when a student was tardy or skipped their scheduled and they end up doing extra class work and homework or getting detention. I always felt like I was getting pushed to accomplish things in high school. I also remember having rules like no eating or drinking class. Chewing of gum in class was never allowed. Meanwhile in college, teachers are different. You are treated like an adult. The instructors in college expect you to do the work and aren’t constantly pushing you to do assignments. They expect you to have assignments done; you either do it or fail. Another difference between high school and college would be the atmosphere. Even though high school teachers are strict, this doesn’t seem to change how seriously some of the high school students take their studies. The high school students do behave sometimes as elementary school children. They mostly argue and fight among themselves in the cafeteria, hallways, and even outside the school building. However, students are more mature in college, and take their studies seriously. Each student in college knows why there are in school and so they do not pay any attention to others business or getting involved. Sometimes if you get into a fight in college, you can easily loss your scholarship or financial aid. In high school, there was less freedom. You would have to attend class early in the morning each day. You can’t change your schedule. Students in high school are obligated to attend. In contrast, student must attend through ambition and hard work. College also offers a lot of freedom. College students could easily change their classes depending on their schedule.

Bargaining Power of Supplier of Non-profit Organization

Bargaining power of suppliers can be termed as the capacity of control and competitive advantage a supplier may have over rivals or competitors. The level of rivalry in this context may be brought about by many factors including; number of competitors in a market, market growth, fixed costs, storage costs or perishable goods, low switching costs for the consumer that encourages easy switching from one product to another, low or minimal product differentiation, strategic stakes, exit barriers, diversity of rivals and industry shakeout caused by high supplier and low demand.In all this, every supplier seeks to have a competitive advantage over its rivals to ensure stability in the market and profitability. In non-profit organizations, the supplier bargaining power may be deemed as the position of advantage that donors have over others. This may be in terms of expertise, capital, and skills. Bargaining Power of Supplier (POS) of Non-Profit Organization In the case of non-profit organiza tions, Bright Pink champions and offers education and support to young women who may be at risk of breast and ovarian cancer.Bright Pink’s suppliers/supporters may be classified as corporate (offering capital), individuals (donors) and/or participating doctors offering knowledge, technical credibility and support to the women in the organization. Though the power of these doctors may be low, they most likely gain more from the relationship that Bright Pink. In most organizations, there may be challenges related to the supply of donations and support that may be needed. One of such challenged is supplier power. In many cases, those individuals who supply organizations, such as Bright Pink, with capital also wield some influence during decision making.This means that donors would hold Bright Pink to a high standard of conduct, community involvement, and ethics. Participating doctors who supply knowledge, technical credibility, and support to the women in the organization, may h ave low power but most likely gain more from the relationship than Bright Pink. This is caused by the possibility of Bright Pink finding a multitude of doctors willing to support their cause while the number of organizations seeking doctors to participate on their medical panel may be small in-kind donations from existing members, volunteers, and corporations are another source of support and input.Differentiation of inputs is a factor in assessing supplier’s power. The higher the level of differentiation and importance in the eyes of the buyer, the more powerful the inputs become. Inputs include one-time donations, recurring donations, cause-related marketing opportunities, pro-bono administrative work, marketing, legal support and in-kind donations. Bright Pink’s growth is contingent upon procuring the right combination of inputs.Given the fact that there may be threat of substitutes, there is a clear indication of growth in the number of breast/ovarian cancer Non-pr ofit organizations (NPOs) in recent years. Suppliers of inputs may, therefore, continue to exert control in how these inputs are utilized. Bright Pink would, therefore, have a wide range of suppliers of capital and inputs but a seemingly low power or control over how these supplies/inputs are utilized. The degree of rivalry of similar organizations such as Bright Pink may be increasing with the number of breast/ovarian cancer support organizations coming up.This then means that Bright Pink may be loosing its grip on the number of suppliers/donors it may have. With this threat becoming more and more real, Bright Pink may have to work out strategies to keep its flow of capital and other resources supply that would ensure it continues to fulfill its goals and objectives. Taking Bright Pink as the ‘buyer’ there seems to be a certain level of leverage and power that the organization may have. The number of participating donors such as doctors at Bright Pink’s disposal seems to be fairly good.This couple with the notion that the doctors may be gaining more from the relationship than Bright Pink means that the organization may have a ‘buyer’ power allowing it to have a selection of the best doctors to integrate into its programmes. Barriers to entry/threat of entry may be one factor to be considered in Bright Pink’s case. With a regulating policy to the number of entrants into the breast/ovarian cancer support field, there may be better services and better and stronger inputs from suppliers/donors. In the case of NPOs, existing organizations would offer better and expanded services and efficiently and effectively.This would ensure that those who may be considering offering similar services and/or support would have few people in need of these services hence a barrier/threat of entry by those already in the field. Currently Bright Pinks’ support and aid flow is efficient for the current programmes in the organization. As the organization’s brand awareness, membership numbers, and media exposure continue to grow, it will find cause-marketing more appealing to corporate partners. Corporations are under increasing pressure to give to charities, support local organizations, and be socially responsible.Though this may not be a tangible reason to keep all organizational stakeholders on board, it may be a solid base to attract funding and donations from all suppliers. Programmes that offer a worthy cause may be an effective way to attract and sustain capital and resources from many corporate, individual and participating suppliers. Benefits to the company include increase in brand acceptance by associating with a worthy cause, reaching a niche demographic, differentiation in a crowded market, and perhaps increasing brand loyalty, then the benefits to Bright Pink are obvious.Members and supporters have an easy way to make a contribution and Bright Pink would be able to reach a wider customer base tha n they wouldn’t otherwise reach due to a limited advertising budget. Studies show a net positive reaction in consumers towards the contributing company’s image. The congruency between the charity’s mission and the company’s product is a primary determinant in whether each party gleans the benefits from the cause-marketing effort. As the organization gains popularity and acceptability of its programmes, there will be great increase in the benefits from suppliers.If suppliers are unhappy with the organization’s decisions, they can easy cut funding. In this way, large donors can wield unofficial influence over the organization’s behavior. Corporate donations can be correlated to economic conditions and given that the economy worsened in 2009, Bright Pink may have to be prepared for a decrease in these inputs. A way to offset this threat is to focus on individual/private donations as this tends to be less tied to the economy and these donors ide ntify more with the NPOs they support. Cause-related marketing, which provides benefits to both the supplier and Bright Pink, is another strategy to pursue.Since Bright Pink suppliers provide monetary donations not specific product, technology, or knowledge, there would be no switching costs to suppliers. However, since corporations and individuals will align themselves with a growing and well known charity, switching support to a lesser known NPO would not be advantageous. Since the decision to support various NPOs is a decision based on emotion, Bright Pinks’ most effective strategy for procuring this support is to continue to focus on success stories of those the organization has helped or is helping.Differentiating the Bright Pink story, showcasing various members’ reasons for joining the organization, and demonstrating Bright Pink’s impact on its member’s lives are all methods of highlighting this emotional bond. One of Bright Pink’s short-ter m objectives is to build a stable of partnering companies to provide exposure in the market, increase its membership and become an NPO of choice for corporate sponsorship opportunities. Since most doctors’ expertise is not readily differentiable, their bargaining power is relatively low.It would be logical to conclude that Bright Pink members may have a propensity to utilize the services of these doctors for their health care needs making the balance of power in the doctor-Bright Pink relationship reside in the organization’s favor. On the other hand, inputs from volunteers, corporations, and community groups are not easily achieved, and Bright Pink has less negotiating power when dealing with these groups. Other than the intangible benefits of helping a respected and growing NPO such as Bright Pink, these suppliers have no economic reason to provide support.In these cases, it is most likely the appeal of Bright Pink’s mission that drives the decisions for suppo rt from these suppliers. The importance of the suppliers cannot be stressed enough. Without their support, Bright Pink will not be able to grow. By focusing on cause related marketing and approaching corporations whose products/services align with Bright Pink’s targeted markets, stronger alliances can be built. This will level the power balance and facilitate a mutually beneficial partnership.

the united states at the paris peace conference essays

the united states at the paris peace conference essays The United States at the Paris Peace Conference The First World War had lasting effects on almost every aspect of our society. Empires and monarchies collapsed, democracy began to rise, capitalism was affected, and inflation resulted from the cost of war. It became apparent that an agreement must be reached which would clearly outline the steps necessary to repair the damages done by the war. Even more importantly, a method must be devised which would, in theory, prevent such a horrific war from occurring ever again. The Paris Peace Conference was held in the winter of 1919, predominantly at the infamous Palace of Versailles, and was intended to realize these goals. Twenty-seven nations were present at the Conference, although only four of these countries had a true voice in the matter at hand. These four countries, the Great Powers, were Italy, France, England, and the United States. Represented by Vittorio Orlando, Georges Clemenceau, David Lloyd George, and Woodrow Wilson, respectively, these men held the vast majority of power and influence present at the Conference. President Wilson represented the United States at Versailles. He believed that World War I should end in a treaty based on democracy rather than on politics of power, and he was present to see to it that the Treaty of Versailles was written accordingly. Wilson embodied the success of the democratic, liberal, progressive and nationalistic movements of the past century, and represented what society wished for the future. His idealistic views and goals for the reparation of society were made evident through his presence at the Conference, as well as through the plans that he brought with him. In a talk with newspaperman R.J. Bender of the United Press, Wilson states what is basically his attitude towards the entire conference: A statement that I once made that this should be a peace without victory holds more strongly today than ever. The ...

How to Build an ESL Class Curriculum

How to Build an ESL Class Curriculum Heres a guide on how to create an ESL class curriculum to ensure your students meet their learning objectives. Certainly, planning the curriculum of a new ESL/EFL class can be a challenge. This task can be simplified by following these basic principles. First and foremost, teachers should always perform a student needs analysis in order to ensure that you understand what type of learning materials will be appropriate for your classroom. How to Build an ESL Curriculum Evaluate students learning levels - are they similar or mixed? You can:Give a standard grammar test.Arrange students into small groups and provide a get to know you activity. Pay close attention to whos leading the group and who is having difficulties.Ask students to introduce themselves. Once finished, ask each student a few follow-up questions to see how they handle impromptu speech.Evaluate nationality makeup of class - are they all from the same country or a multi-national group?Establish primary goals based on your schools overall learning objectives.  Investigate the various student learning styles - what type of learning do they feel comfortable with?Find out how important a specific type of English (i.e. British or American, etc.) is to the class.Ask students what they perceive as being most important about this learning experience.Establish the extra-curricular goals of the class (i.e. do they want English only for travel?).Base English learning materials on vocabulary are as that meet students needs. For example, if students plan on attending university, focus on building academic vocabulary. On the other hand, if students belong are part of a company, research materials that are related to their place of work. Encourage students to provide examples of English learning materials they find interesting.As a class, discuss which type of media students feel most comfortable with. If students are not used to reading, you may want to focus on using online video materials.  Take time to investigate what teaching materials are available to meet these goals. Do they meet your needs? Are you limited in your choice? What kind of access do you have to authentic materials?Be realistic and then cut your goals back by about 30% - you can always expand as the class continues.Establish a number of intermediate goals.Communicate your overall learning goals to the class. You can do this by providing a printed curriculum. However, keep your curriculum very general and leave room for change.Let students know how they are progressing so there are no surprises!Always be prepared to change your curriculum goals during your course.   Effective Curriculum Tips Having a map of where you want to go can really help with a number of issues such as motivation, lesson planning, and overall class satisfaction.Despite the need for a curriculum, make sure that achieving learning goals in the curriculum dont become more important than the learning that will take place.  Time spent thinking about these issues is an excellent investment that will pay itself back many times over not only in terms of satisfaction but also in terms of saving time.Remember that each class is different - even if they do seem alike.Take your own enjoyment and focus into consideration. The more you enjoy teaching the class, the more students will be willing to follow your lead.

Dairy Research Paper Example | Topics and Well Written Essays - 1000 words

Dairy - Research Paper Example However, in order to bake a dish perfectly, the right recipe needs to be followed. When it comes to baking, the idea is attached to breads and pastries which are considered staple food and delicacies in most part of the world since centuries. However the use of dairy products in baking is the reason for the evolution and transformation of baking world. Dairy products are food originated from milk and these can be classified as fresh cream milk itself then butter, cheese, yoghurt, cream and so on. Dairy products when blended with flour and other baking agents created dishes which are delicate, innovative and palatable. It is the dairy products like butter and milk which give taste, texture and flavor to many baked desserts and savories. As baking evolved, the importance of dairy products has only increased so as to impart value and uniqueness to baked good products. The main reason behind the use of dairy products in baking is to increase the moisture and flavor of baked dishes. The most nourishing dairy product in baking is whole fresh milk, when added transforms the appeal, texture and taste of any dish. Whole milk produces the best result in baked dishes due to its fat content and other nutritional qualities. Milk is used in varied forms as whole milk or semi – skimmed milk according to the demand of the recipe of the baked food item. Milk in other forms as cream, cheese, evaporated milk also culminates the tastes of baked food into enjoyable reality. In the most popular desserts butter which is the derivative of milk is considered as an unavoidable cooking ingredient. Butter is the most richening dairy product acquired by churning milk and it makes every dish succulent and aromatic on baking. It could be mentioned that in baking process ,butter has a significant place .The reason is due to its semi – solid state and its easiness in