All You Want to Know on Flerovium - 887 Words

The symbol for Flerovium is Fl and its atomic number is 114. Flerovium was found in year 1998 and Flerovium is named after Flerov Laboratory of Nuclear Reactions of the Joint Institute of Nuclear Research in Dubna,Russia. Flerovium is extremely radioactive element and it is an element only be created in the laboratory and does not occur naturely. Flerovium was discovered by a Russian physicist, Georgy Flyorov. This element, Flerovium was adapted by International Union Of Pure And Applied Chemistry (IUPAC) on May 30, 2012. Flerovium is one of the elements which located at p-block in the periodic table. Flerovium is located at the 7th period and it is the heaviest element in group of carbon. Flerovium was vigorously volatile for group 14 element which performed in the past year in studies. It is surprising that Flerovium has seem displayed the characteristics cognate to those of the noble gases, group 18.The reaction between Flerovium and gold is alike to copernicium, which will show it is a very votile element as well as it might undergoes gaseous state at standard temperature and pressure, and that while too, it will illustrate the metallic properties, constant with it being the heavier homologue of lead, it might be the least reactive metal in Group 14. The state of Flerovium is solid at room temperature and the electron configuration for Flerovium is [Rn]5f146d10 7s27p2. The covalent radius for Flerovium is 1.43. What the sad case is there is still does not have the

Voter Fraud And Public Affairs Research Essay - 1795 Words

We have all wondered if elections over the years have ever been rigged, well now we have kind of a definite answer. Thanks to the ignorance in the upcoming election I have found two articles that correlate with each other, thanks to BBC. The first one is titled â€Å"Is the U.S election really rigged?† and the second is â€Å"What happens if Trump refuses to accept defeat?† Donald trump brought up the topic of voter fraud at one of his rally in Delaware recently, because he is a sore looser but that’s beside the point. Vanessa Barford of BBC looks at four points to dig deeper into this speculation, she talks about voter fraud, the claim ‘dead people generally vote for democrats’ and stolen votes. Donald Trump in the third and final presidential speech declined to say if he would accept the results of the upcoming election. In the first article about election fraud they talk about voter fraud, according to the Associated Press-NORC Center for Public A ffairs Research â€Å"Only a third of Republicans say they have a great deal or quite a bit of confidence that votes will be counted fairly†, but according to research done by various professors this fraud that they talk about isn’t a major problem in America. As a matter of fact, a professor by the name of Justin Levitt did a study and found thirty-one (31) impersonation cases out of one billion votes from U.S election from 2000-2014. These numbers do sound very convincing but as usual Donald Trump still would have something to say, and hisShow MoreRelatedEssay on Voter ID Laws in the United States1184 Words   |  5 PagesVoter ID laws in the United States have begun to create controversy since the beginning of its adaptations in the early 2000’s. Voter ID laws in the United States is a law that requires U.S. citizens to have a special form of identification in order to vote in an election. The idea with Voter ID laws is that the state must make sure that the laws do not pose any sort of burden on the voters. These laws have been proposed in order to stop voting fraud. However, the institution of Voter ID laws haveRead MoreFactors Affecting The Electoral Elections Of Zimbabwe And South Africa1345 Words   |  6 Pagesenjoyed victory after victory in elections. Zimbabwe Parliamentary Elections of 2000 saw ZANU PF face formidable opposition from the newly formed Movement for Democratic Change (MDC). However, according to independent observers, extensive electoral fraud and voter intimidation occurred during this election and ultimately, the MDC won 57 of 120 seats with ZANU PF winning 63. Thereafter, electoral turnout has continued to decline. 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The third no state can deprive any persons theRead MoreThe Impact Of Political Science On Public Administration1703 Words   |  7 Pagesdevelopment and arguments put forth by earlier scholars on the general approaches of management techniques in public administration since Wilson’s seminal piece; and briefly discuss whether Wilson’s basic rationale and values are still valid. Public administration is something that the general public does not think about. In fact, many do not even probably know what it is. But what the public does not know is administration effects their everyday lives. Karl Marx described administration when heRead MoreOnline Voting For E Democracy3835 Words   |  16 PagesMustarum Musaruddin Haluoleo University (UNHALU) Indonesia ABSTRACT Issues such as reliability, security and affordability of voting procedures might be seen as factors that can stimulate enthusiasm upon democracy system among potential voters and increase participation. This paper argue that online voting may play important role on enhancing security and cutbacks of burden human and financial resources allocation to election processes. However, in the emerging democracies,

Mcdonalds Restaurant Case Study free essay sample

Nawani is manager of a McDonald’s restaurant in a city with many seniors. She has noticed some senior citizens have become not just regular patrons- but patrons who come for breakfast and stay on until about 3 pm. Many of these older customers were attracted initially by a monthly breakfast special for people aged 55years and older. The meal costs $1. 99 and refill of coffee free. Every fourth Monday, between 100 and 150 seniors jam Siddhi’s McDonald for the special offer. But now almost as many of them are coming everyday- turning the fst food restaurant into a meeting place. They sit for hours with a cup of coffee, chatting with friends. On most days, as many as 100 will stay from one to four hours. Siddhi,s employees have been very friendly the seniors, calling by their first names and visiting with them each day. In fact, Siddhi’s restaurant is a happy place- with her employees developing close relationship with the seniors. We will write a custom essay sample on Mcdonalds Restaurant Case Study or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some employees have even visited customers who have been hospitalized. â€Å"You know† , Siddhi says, â€Å"I really get attached to the customers. They are like my family. I really care about these people†. They are all â€Å"friends† and it is part of McDonald’s corporate philosophy ( as reflected in its website, www. mcdonalds. com) to be friendly with its customers and to give back to the communities it serves. The older customers are an orderly group and friendly to anyone who comes in. Further, they are neater than most customers and clean up heir tables before they leave. Nevertheless, Siddhi is beginning to wonder if anything should be done over her growing â€Å"non-fast food† clientele. There is no crowding problem yet, during the time when the seniors like to come. But if the size of the senior citizens group continues to grow , crowding could become a problem. Further, Siddhi is concerned that her restaurant might come to be known as an â€Å"old people’s† restaurant-which might discourage some younger customers. And if customers felt the restaurant was crowded, some might feel that they wouldn’t get fast service. On the other hand, a place that seen as busy might be seen as â€Å" a good place to go† and a â€Å"friendly place†. Siddhi also worries about the image she is projecting. McDonald’s is a fast-food restaurant 9 there are over 45,000 of them in 121 countries) and normally customers are expected to eat and run. Will allowing people t stay and visit change the whole concept? In the extreme, Siddhi’s McDonald’s might become more like a European-style restaurant where the customers are never rushed and feel very comfortable about lingering over coffee for an hour or two!. Siddhi knows that the amount her seniors spend is similar to the average customer’s purchase- but the seniors do use the facilities for much longer time. However, most of the older customers leave McDonald by 11:30, before the noon crowd comes in. Siddhi is also concerned about another possibility. If catering to seniors is OK, then should she do even more with this age group?. In particular, she is considering offering bingo games during the slow morning hours- 9AM to 11AM. Bingo is popular with some seniors, and this could be new revenue source- beyond the extra food and drink purchases that probably would result. She figures she could charge $5 per person for the two-hour period and run with two underutilized employees. The prizes would be coupons for purchases at her stores (to keep it legal) and would amount to about two-thirds of bingo receipts (at retail prices). Evaluate Siddhi’s current strategy regarding senior citizens. Does this strategy improve this McDonald’s image? What should she to do about the senior citizen market- that is, should she encourage, ignore, or discourage her seniors? What should she do about the bingo idea?

The Differences Between the Book Iliad and the Movie Troy Essay Example

The Differences Between the Book Iliad and the Movie Troy Paper The Iliad verses Troy I n the movie its stated that Agamemnon brought the kings together for this war, which really isnt true. Helen had many powerful suitors and her father was too afraid to pick one of them for her husband in fear of offending the others. Odysseus convinced him to make a contract with the other suitors that made them promise that should anything happen to Helen, the other kings would assist in getting her back. When Paris kidnapped Helen from Menelaus, they were bound to honor their promise and help to return her. When Paris was born, it was predicted that he would be the downfall of Troy, so he was sent into the mountains without any knowledge of who he really was. Aphrodite was the one who promised him the most beautiful woman in the world and started the Trojan War. In the movie Patroclus is Achilless cousin but in the book he is his lover. Im glad they made the change in the movie tho, cause I just couldnt picture Brad Pitt with a male lover (not that theres anything wrong with that). In the movie Troy, Briseis is a member of Priams family which she actually wasnt. We will write a custom essay sample on The Differences Between the Book Iliad and the Movie Troy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Differences Between the Book Iliad and the Movie Troy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Differences Between the Book Iliad and the Movie Troy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer She was simply a slave girl that Achilles in fact did fall in love with and Agamemnon did steal from him. And she didnt kill Agamemnon like they said in the movie Troy. Agamemnon actually made it back home where his wife and her lover murdered him. Altho Hector was a great warrior in his time, after he killed Patroclus, he didnt actually come out to face Achilles as easily as the movie depicts it. Achilles chased him around the walls of Troy 3 times before he actually stopped to fight him. Hector never killed Menelaus either or Ajax. Ajax committed suicide after Odysseus was given Achilles armor over him. Now I understand that a movie has only a couple of hours in it and theres alot to the Trojan War than time would permit in a movie so they have to condense in down. But this war took about 20 years to finish and not the few months or so that is depicted in the movie. And Helen helped in its destruction along with Odysseus. All in all tho, I do like this movie and it is worth it to watch.

Aaaah! 8 Horror Writing Tips That Will Keep Your Readers up at Night

Aaaah! 8 Horror Writing Tips That Will Keep Your Readers up at Night Would you like to know how to build the kind of horror and suspense into your writing that keeps readers turning pages? In this video, I discuss eight tips for making that happen. Whether you are writing a book in the horror or mystery genres, or simply want to increase the tension in your story, these tips will help you craft fear and engage readers in its most primal, powerful pull.Heres a brief recap of the tips covered in this video:First, take the time to let your reader get to know your characters. When they are emotionally invested, the fear is more palpable.Second, you should try to establish the familiar.Third, try a little subtle foreshadowing.Fourth, consider pacing.Fifth, you should tap into your readers imagination.Sixth, suffocate with tight spaces. Many people are born with an innate fear of closed-in spaces.Seventh, think like a child. Children experience fear on a much more visceral level than adults.Eighth, disorient reality. Losing our grasp on reality is a fear wi thin itself.Check out our free character sketch template or look at the Gotham Character Questionnaire for additonal help.

Learn How Marital Status Can Affect Your Financial Aid

Learn How Marital Status Can Affect Your Financial Aid The significance of your marital status in the financial aid process has a lot to do with whether or not you can claim dependent or independent status on the FAFSA. If you are married, regardless of age, you will have independent status when the government calculates your ability to afford college. Below youll see situations in which marriage can have a positive or a negative effect on your financial aid: Situations in which Marriage Improves Your Financial Aid Eligibility Marriage will usually have a positive impact on your financial aid eligibility if you are under 24 years of age and your spouse does not have high income. This is because you can then claim independent status, and your parents income and assets will not be considered in your financial aid calculations. Your spouses income, however, will be considered.If you are 24 years of age or older, you will have independent status whether married or not. Here again, your marital status will be a benefit assuming your spouses income is relatively low. Situations in Which Marriage Lessens Your Financial Aid Eligibility Marriage will often have a negative impact on your financial aid reward if you are 24 or over and your spouse has significant income. The reasons for this are two-fold: if you are 24 or over, you are considered to have independent status for financial aid. Thus, only your own income and assets are used to calculate your financial aid eligibility. If, however, you are married, your spouses income will be part of the calculations.If you are under 24 and from a family with modest income, your spouses income will determine whether or not marrying helps or hurts you. In general, the higher your spouses income, the less aid you will receive.If your parents dont have high income and they are supporting several other dependents, it is quite possible that your financial aid eligibility will actually decrease when you get married. This is especially true if you have brothers or sisters who are also in college. In a situation such as this, your parents qualify for significant financial aid, and that could actually decrease if you have independent status. This can be true even if your spouse doesnt have high income.   More Issues to Consider Related to Marital Status If you submit your FAFSA when you are single but then you marry, you can submit an update to the form so that your ability to pay for college is accurately reflected by the government calculations.You can submit a change to your FAFSA should you or your spouse lose your income or have a reduction in income during the academic year.You need to report your financial information and your spouses information on the FAFSA even if you file taxes separately.  Keep in mind that you and your spouses assets, not just your income, are used to calculate your aid eligibility. Thus, even if you and your spouse have low income, you might find that your expected contribution is high if you or your spouse has significant savings, real estate holdings, investments, or other assets.

Visual Analysis Paper Essay Example | Topics and Well Written Essays - 1250 words

Visual Analysis Paper - Essay Example Images, which possess content of narration including those from the numerous scenes that form the basis of life of the virgin, have no correct mentioning as Madonna images, even though they get a title, which mirrors such scenes as the Annunciation to Mary (Crowe 101). The representations of Mary became more widespread following her proclamation as God-bearer during 431 at the Ephesus Council. For over a millennium, through the Medieval, Early Renaissance and the Byzantine periods, the Madonna has been the mainly frequently fashioned pictorial artwork. Numerous precise imageries of the Madonna, both sculptured and painted, have attracted fame, either as substances of religious admiration or for their inherent artistic qualities. The majority of the most prominent sculptors and pictures in the art history have shifted their abilities toward the establishment of the Madonna imageries. The painting of this artwork was by part of the mainly influential artists during the 13h and 14 centu ries, Duccio di Buoninsegna. The iconic picture of Madonna and Child, seen all through the western art history, holds considerable worth because of technical innovations bearing the religious matter, which would carry on evolving for centuries. The Madonna and Child artwork has received wide acknowledgements as Duccio’s working during the past century. ... Looking over the sudden simplicity of the imagery, a person could start understanding the transformations that Duccio applied in representing the figures of religion of painting all through the early period of the 14th century. Just like the other upcoming artists, Duccio looked up at great artists like Giotto who strove to go past the virtuously iconic byzantine standard and tried fashioning tangible linkages that would surpass the imagination of a viewer regarding the objects contained in the painting. For instance, the parapet positioned at the bottom-side of the image serves to function as a visual enticement of the observer looking past and into the occasion captured between the virgin and Christ the child. Similarly, the parapet further functions as an obstruction of the sacred and vernacular worlds (Crowe 163). Whereas during the 15th and 16th centuries marked a period in which the Italian painters made an expansion into their collections in order to include the historical hap penings, mythological subject matters and autonomous portraits. As such, Christians retained powerful holds on their occupations. Most of the artwork stemming from this period remains to be sacred. Whilst the diversity of the religious subject matters included disciplines from the Old Testament along with pictures of saints who have their dates of cult coming after the systematization of the Bible, the Madonna stood to be a prevalent subject within the renaissance iconography. Additional elements representative of Duccio’s interests in humanism remain to be widespread and are visible from the tenderly swathed robe adorned by the Madonna along with the lap of Christ (Crowe 172). The

Managerial Decision Making (see instructions) Essay

Managerial Decision Making (see instructions) - Essay Example Managers in todays business environment are faced with numerous often-unplanned events that require decision-making. In the past it was more common for a manager to decide the course of action individually or within formal groups. Important decisions in the business circle are now deemed too risky or important to be made entirely by one person. A manager must seek the right advice from several different sources. Decisions made by group when dealing with problems and issues take place everyday in the life of an organization. Today it is often common for many managers to seek involvement from lower level employees in the decision making process whenever it can be done. However it is not always possible just to ask a colleague what they should do. Most decisions will require a process of a greater degree of subordinate participation; these decisions can be made through a variety of different ways such as committees, task groups, departmental participation and so forth. It is said that making decisions in a group allows for every angle to be looked at and every possible idea to be created with every decision from a group offering the best solution this method of decision-making. This paper hopes to discuss advant ages of group decision-making using several theories and some real life case studies. We will see how participation in decision-making affects companies decisions; we will look at several helpful models i.e. vroom-jago model and all referencing it to real life situations and quotes from famous persons in the field (Schwenk, 1990, p.161–176) Managers as part of their job are faced with many decisions in which they have to undertake, it is up to the managers themselves to decide in what kind of way they want to make the decision and solve the problem. However groups can offer an essential feature in decision making for an organisation. As Coghlan points out: Membership of teams and groups shape perception and participation in organisational

Growing Up Essay Example for Free

Growing Up Essay This short story looks at children and two of Carys ovels were directly concerned with childhood. Themes Children and growing up is the central theme of this story, as it is with several of the other stories in the Anthology. However, the central character is an adult and so it links well with Flight, where the story follows the emotions of a grandfather trying to accept his granddaughters forthcoming marriage. Your Shoes also has a central narrator, although that story is written in the first person. This short story is certainly concerned with relationships between the generations. Children as a destructive orce appear in Growing Up, in the came way that the boy in Chemistry has an urge to damage his mothers boyfriend. Superman and Paula Browns new Snowsuit also examines the theme of the destructive power of children. Adults struggling to understand the behaviour of children are a central issue in Growing Up, as they also are in Superman and Paula Browns New Snowsuit. Notes The first paragraph establishes the central character, a businessman Robert Quick. He is named, unlike the anonymous central characters of several of these stories. He is described as a conventional businessman, in a dark suit and hat. Significantly, he sheds some of his formal clothes as he goes into the garden, perhaps representing that the rules and values he will encounter there are far from civilised. Ls. 7 19 The garden is described as a Wilderness. It has been neglected because Mr and Mrs. Quick are too busy to tend it. It has suggestions of other gardens, perhaps the Garden of Eden, or Paradise. Perhaps also there is a suggestion that Mr and Mrs. Quick are too busy to other civilising their daughters, Just as they have ignored their garden? Could the story symbolise the wild, untamed nature of the children who run wild in it? l. 23 a suggestion of the frontier, primeval forests.. Cary hints that there may be the possibility of fear and menace in the garden. It is not a place of easy comfort, as Mr. Quick thinks. L 27 the children have previously enjoyed a close relationship with their father and have made a fuss of him when he returns home. However, this contrasts with the way they ignore him this time. Is the reason they snub him because he is a man? Quick recognises that they will be women soon in lines 42 to 49; later on in the story they are wellbehaved for their mother and he feels rejected. Cary is specific about their names and ages; Jenny is twelve and Kate thirteen. They are both deep in their own worlds and Quick doesnt mind that they pay hardly any attention to his arrival. He thinks it represents their honest attitude to him. Perhaps he is too easy going with the children. Do they need to show him a bit more respect? Ls. 58-81 the two girls

The Perfect Drug :: Illegal Drugs Anti-Depressants Essays

The Perfect Drug Is money the perfect drug, a cure all pill that will take away all misery, anguish, and suffering; or is it an addictive depressant, sending us on the downward spiral towards death? The truth of life is that money lures us in with its appealing image, creates a dependency, and gradually rends us a soulless slave to it. â€Å"And I want you†¦Ã¢â‚¬  Almost all of America today is consumed by a need to attain great wealth, reputation, and worldly possessions. Everything is about what job can be attained, who can be impressed, or what possessions we are about to surround ourselves with. To this end, we are enraptured by a need for as much money as possible. This can come by the means of anything from playing the lottery to investing to working at a job that we hate. Torturing ourselves to gain wealth and power, we willingly accept the pains of the 8AM - 5PM day to feel a small amount of happiness from 6PM-10PM. The high that is gained by this small increase in wealth is just enough to keep us coming back for more, the addiction just enough to create a dependency that is both strong and invisible. We are so captivated by the false happiness of wealth that we fail to recognize the shallow truth of it all: that we are slaves to our money. Just like addicts to heroin, we cannot live without money, and we always crave more. However, just because we have more money doesn’t mean that we’ll have more to spend. We almost immediately will take any gained wealth and put it towards an increase in living style, such that our spending money remains virtually the same as it was whenever we had less money overall. These changes in living style are usually some material possession like a car that we see ourselves as needing to have. Take the example of the suburban yuppies driving around in SUV’s and worse, Hummers. Are such robust vehicles really necessary for tackling the rough streets of suburbia? The obvious answer here is no, but it mustn’t be too obvious, because these types of vehicles can be seen everyday out of their intended setting. This brings up the point of their use, which is to make sure that the drivers look more powerful than anyone else around them. What’s

Compare and contrast Malcolm X, David Walker

I would like to thank my entire group members and Professor Donaldson whose comments and suggestions had been very helpful to improve the quality of this final paper. I have tried for the best of my ability to incorporate in this final version, all their great ideas about the format and the content of the documents. Professor Donaldson suggested â€Å"I am going to suggest that you do a little reorganizing. First of all, you should get rid of all of the headings. Then you should move the biography blurbs to the beginning of each discussion of each respective author. † This idea abstracts Joseph’s and Kandice’s. Following these directions, I have removed all the headings, and the biography blurbs. I also have quoted from the required textbook, and mentioned related page numbers in parentheses. Kandice wanted â€Å"I would organize the paper in a different way and also try and tie the writers and speakers background more into their writings†. Copy and Past were the best tools to satisfy that other nice suggestion. Once again thank you; Malcolm X’s leadership style and his viewpoint about how the Civil Right Movement should be implemented was very similar to David Walker’s, but greatly conflicted with Booker T Washington whose ideas appealed to a completely different audience. The Civil Right Movement is the Africans- Americans movement that dominated the debates in the United Stated political sphere during the period of (1955-1968). The movement was about the fight against inequality, Americans struggles for social justice, and the racial discriminations. In order to reach their objectives, Africans Americans leaders had displayed many different ideas about how to conduct the movement. Some believed that the movement should be implemented without violence; some thought that the economic freedom was the first to be reached, while others believed that the freedom could not be achieved without confrontation. If the ideas of those bright leaders were saluted by the majority of the Americans people today, it is however noticeable that some of them are still been seen as controversial figures. David Walker was born in Wilmington, North Carolina 1796. His father was a slave man and his mother a free black, so was David Walker because of the existing laws that defined the status of the child based on the mother's. As many of his fellow blacks, a freeman status could not prevent anyone from being an unfortunate witness of the human cruelties. In 1820 he was part of the associate back activists to denounce slavery and discrimination; he also took part of the Freedom's Journal in New York City, and many others forms of social justice fight. In 1830 David was found dead in his home. David Walker had accomplished many works for the Civil Right movement in America to make the United States a better country for all Americans. Among those works, one of the written that had brought so much attention to the public is walker's Appeal to the Coloured Citizens of the World. In this document, Walker made the true to be heard as it was based on his observation in the United States and around the world. He spoke not only to his brethren, but the white Christian Americans. He reminded the Christians about their values, the history of the Egyptians, and Romans Slaveries. He also reminded them about the history of those slaveries and how they had been destroyed because of their God anger based on the inhuman treatment they used to impose to the slaves whom supposed to be treated with the same human dignity they would want for their families. â€Å"God made man to serve Him alone, and that man should have no other Lord or Lords but Himself— that God Almighty is the sole proprietor or master for the Whole human family, and will not on any consideration admit a colleague†. (P. 230) His appeal was also for the black asking their sense of capability of rising up and demands what is their civil right: † Oh! y coloured brethren, all over the world, when shall we arise from this death-like apathy? –And be men!! † â€Å"Are we MEN!! -I ask you, O my brethren! are we MEN? Did our Creator make us to be slaves to dust and ashes like ourselves? Are they not dying worms as well as we? Have they not to make their appearance before the tribunal of Heaven, to answer for the deeds done in the body, as well as we? Have we any other Master but Jesus Christ alone? Is he not their Master as well as ours? -What right then, have we to obey and call any other Master, but Himself? How we could be so submissive to a gang of men, whom we cannot tell whether they are as good as ourselves or not, I never could conceive. However, this is shut up with the Lord, and we cannot precisely tell-but I declare, we judge men by their works† (P. 237). Clearly, Walker's strategy encourages the revolt and the civil disorder. Unlike David Walker, Booker Taliaferro Washington was born slave in 1856, from a slave mother and a white father. As many young slaves, he had been exposed very soon to the routines; his early duty was to carry the books of James Burroughs's daughters at Franklin County School. After the Emancipation Proclamation was read in April 1865, his family went to his stepfather's house in Malden, West Virginia. Booker started working at a salt mine and going to school. Few years later, booker got a houseboy position with a wealthy towns-woman, a person who promoted his learning. When he was 16, he used to travel back to Virginia to the new school for black students. He studied at Hampton Institute while working. His admission to Hampton changed his life; he was instructor. In 1881 he founded Tuskegee Institute in Alabama. Booker was nationally recognized as the back educator. He was more focused on pushing for black's economic well being and fighting against racisms. He died in 1915. Monday, 21-Aug-2006 In his famous and historical speech of compromise before a majority white audience in Atlanta on September 18th, 1895, Booker T Washington had laid out a strategy for the blacks' economic freedom; Booker urged his fellow blacks Americans to be more focused in their own economic development â€Å"Cast down your bucket where you are—Cast it down in making friends in every manly way of the people of all races by whom we are surrounded. Cast it down in agriculture, mechanics, in commerce, in domestic service, and in the professions†. (P. 595) He also spoke about the role the whites Americans would have to play to help them to achieve that goal. â€Å"Cast down your bucket among the eight millions of Negroes whose habits you know whose fidelity and love you have tested in days when to have proved treacherous meant the ruin of your firesides. Cast down your bucket among these people who have, without strikes and labour wars, tilled your fields, cleared your forests, builded your railroads and cities†(P. 95) The compromise had reminded the whites Americans to their role and responsibility tower the blacks Americans based on the choice they would have to make. A positive choice would be the whites’ willingness to promote black education and make them the most intellect and useful citizens; while the wrong choice would simply keep them doing the business as usual, denying the basic right of education to the blacks Americans, keeping them ignorant at the same exposed them as, the threats for the whites. Booker's strategy in this speech appealed to the blacks' economics development in a peaceful environment with the whites Americans. Unlike the two first leaders, Malcolm Little was born free in Omaha, Nebraska on May 19th, 1925. His parents were both blacks Americans; his mother was a homemaker and his father was an outspoken Baptist minister also a strong supporter of Black Nationalism. In 1929 their home was burned, and his father's body was found mutilated after two years. Years later, his mother Louise had the mental issues because of the situation the family went through. Malcolm is graduated from junior high as the top of the class. He did not continue his studies because he was influenced by the negative advise that suggested that his goal of becoming a lawyer was not reachable for a nagger. He worked numerous jobs in Boston before traveling to New York; he was associated to many criminal activities. In 1946 Malcolm was arrested in Boston with burglary charges and sentenced for seven years in prison. Malcolm used his prison term for self studies and taking part in the organized debates. He was influenced by Elijah Muhammad a leader of the Nation of Islam; before he left prison, Malcolm was a strong follower of the Nation of Islam. He changed his last name to â€Å"X† as a way to repeal to the slave name while expressing the backs' identity issues. Unlike many of the Civil Right Leaders, Malcolm X is a complex transformational figure in American history. His accomplishments and his different life stories continue to generate heats debates among his supporters and opponents. The transformation from a criminal Malcolm Little, the influential Black Muslim leaders Malcolm X, and his controversial position on the public issues. In April 1964, Malcolm X delivered a speech that defined his position about the direction of the Civil Right Movement. The speech is famously called The Ballot or the Bullet. In that speech, like David Booker, Malcolm spoke about the Negroes revolt; similarly both men were not afraid to die for the cause, and both believed in action. Both of them were ready to take any action against oppression. The Southerners were ready to offer $1,000, against David Walker's heart after his Appeal to Coloured Citizens of the Work. He was found died in his home; it is not clear what killed him. Malcolm X ended up by getting killed. Booker T Washington like Malcolm X was for the blacks' economics development even though the methods were different. Booker would like it peacefully and inclusively in compromise with the white people. Malcolm X would like it exclusively in black communities even if they had to confront the white people whom he accused of the causes of the blacks' struggles. Malcolm X believe â€Å" the Negroes who through their lives have been kicked about, treated like children—Negroes who never have met one white man who didn’t either take something from tem or do something to them. (P. 1871). David Walker, Booker T Washington, and Malcolm X were Africans Americans leaders whom had influenced Americans history through their work in the Civil Right movement. Their belief, theories, and actions in the process of the Civil Right Movement, Malcolm X and David Walker had the same philosophical views that made their voices more appealing to the same group of audience in majorly blacks. Booker T Washington who had philosophical difference with his fellows X and Walker, believed in a peaceful resolution of the matter with a possible cohabitation of all Americans. As his fellow leaders David Walker and Booker T Washington, Malcolm X had a tremendous contribution to the American history, but because of his outspoken position to many issues of public interest, his enemies had portrayed him as a controversial figure, and did not want him to be recognized as a great American leader. He was someone who used to speak fearlessly from the heart about any kinds of issues. The way he used to express his viewpoints was the same to his enemies as well as his to friends and his leaders whom introduced him to Muslim religion. As far as the controversy is concerned, it depends of who you are and on which side of the issues you on. The black people would see David and Malcolm as the voices of those without voices; their outspoken actions against the system were the direct translation of many frustrations among the black communities. Obviously, a white person would see them as dividers and would try hard to expose them as bad guys. Booker T Washington would be seen as a centrist. David Walker and Malcolm X had the same stand point about how to conduct the Civil Right Movement. They both promoted the civil disorders, revolt, unity, and economic improvement between blacks in exclusion with the white Americans. Booker T Washington would prefer the black economic empowerment in compromise and friendship with the whites Americans. He wanted the black people to give up of some claim of the civil right, and the white people to help black to realize their economic development. All of the three leaders, David Walker, Booker T Washington and Malcolm X agreed about black people's education, their economic development, and unity among them. David Walker and Malcolm X believed that the confrontation, revolt and exclusion were the way to go without any compromise. They did not trust the whites Americans' willingness to compromise. They believed that the freedom could not be negotiated, but could be earned by fighting for it. Booker T Washington did not agree with them. He believed that the revolt and exclusion were not the best answers, but the compromise and inclusion. He believed that there was a possibility for both communities to dependently work together in the mutual respect.

Danger And Opportunity Essay

Albert Einstein said that unless we change our â€Å"modes of thinking† about political issues, we are headed toward â€Å"unparalleled catastrophe.† Do you agree or disagree with this statement?  I would have to say that such truer words have never been spoken before. If we as a global community continue to think in the same mindsets that we have in the past, then we will never be able to work together to accomplish goals such as eradication of diseases, homelessness, and other social problems. Not only will social problems continue to be rampant, but attitudes such as hatred and fear will continue to prevail, thus causing barriers to be raised and prevent joint cooperation and negotiations in order to solve social, economic, and political problems. According to Hauss, we as a global community, tend to view the political process in win-lose or zero-sum terms. It is because of this way of thinking that leads us to resort to violence as a way to solve disputes rather than talking them out in civil discourse. According to Einstein, we are drifting towards the unparalleled catastrophe of nuclear war. (Hauss, 2012) We continue to break ourselves down into groups normally based along nationality, religion, social status, and other categories instead of just being human. As we break ourselves up into these groupings, we tend to take upon ourselves a different identity instead of one common identity. With these different identities are different values and beliefs, which may not mesh with another group’s identity. This can and normally does lead to differences of opinions between groups, making it difficult, if not nearly impossible to find a common denominator. A good example would be the civil war that occurred after the death of then Yugoslavian president Marshal Josip Tito. Upon Tito’s death in May of 1980, Yugoslavia was thrown into chaos as the different ethnic groups wanted their share of the proverbial pie. This led to the civil war between the Serbian, Croatians, and the Bosnians which began with the Croatians and Slovenians declaring their independence in 1991, followed shortly by Macedonia. The civil war in the FRY (Former Republic of Yugoslavia) lasted until the Dayton Peace Accords were signed in November of 1995 by the leaders of Bosnia-Herzegovina, Croatia, and the Former Republic of Yugoslavia. It is  because of differences in the way groups think, that if left unchanged, will lead to what Einstein describes because of the barriers we put up, making the ability for all groups to work together as one cohesive unit extremely difficult. REFERENCES Hauss, Charles, (2012) Comparative Politics: Domestic Responses to Global Challenges: Eighth Edition.

Exploring the Causal Factors of Rape and Murder

Exploring the Causal Factors of Rape and Murder Hashtag: # Ãâ€"zgecanAslan (Ozgecan Aslan – Name of Turkish Student) Discrimination in Society Two of the three victims of February 10, 2015, Chapel Hill shooting were female university students at the University of North Carolina. A day later, # Ãâ€"zgecanAslan, a female university psychology student at Cag University in Turkey, was murdered and burned by three men. This brutality caused an outcry and thousands of women went to the street to protest her death and blamed Turkey government’s â€Å"systematic misogynist policy† for the rising incidents of abuses against women. The victims were university students, female, innocent or unsuspecting, brutally killed by a stronger male, and belonging to a similar religion. The female students in the Chapel Hill incident were Muslim, brutality shot in the head just outside their home, and murdered by a male anti-theist neighbor. Similarly, Ozgecan Aslan, a 20-year-old Muslim schoolgirl was on her way home from school when the three men (bus driver, his father, and a friend) who were trying to rape her stabbed her to death, burned and threw her body in a river. These incidents are similarly in some aspects. For instance, many people think that the Chapel Hill North Carolina incident was a â€Å"faith Hate† crime while protesters supporting think that # Ãâ€"zgecanAslan case is Misogyny, which by definition is also a Hate Crime but specific to femininity. They are both results of discrimination in society, crime against the helpless and perpetrated by ordinary men rather than known criminals. Get more information here: Womens Right to Education Contributing Factors of Student Suicides The Killing of Three Muslin-American College Students Students Right to Conscientious Objection Relieving Students School-Related Stress Misogyny according to literature is a male malady, a very primitive or stone aged view of women. Moreover, it is pervasive, persistent, and pernicious sexual prejudice. A government supporting this practice, therefore, is not only responsible for allowing continuity of such imprudent primitive concept but also encouraging violence against women. Female Students Vulnerability to Crime The result of study regarding victims of crime suggests that the real indicator of vulnerability to crime is not only helplessness but also a person’s lifestyle. Individuals spending time in public places such as working people, students, teachers, teenagers are most at risk. In fact, the survey shows that serious violent crimes against students often occurred away from school. Although anyone can be a victim, female students are more vulnerable than male. In 1990, four unsuspecting female students of University of Florida were brutally murdered inside in their college apartment by Danny Rolling, a man who instead of feeling sorry for what he did, repeatedly sang â€Å"None greater than thee, oh Lord† before he died in the chamber in 2006. Females are thought to be physically weaker thus is easier for a man to overpower a woman. For instance, the result of Crime Victimization Survey of students in Toronto High School in Canada suggests that 13% of female students experienced three or more sexual assaults while most violence occurring in school are hate crimes. However, like # Ãâ€"zgecanAslan, there are women that are resilient and take reasonable actions against their attacker. They can be aggressive and can afford to stand up to stronger men particularly when inhibiting violence.

Linear Regression Analysis; Women make less than men

Linear Regression Analysis; Women make less than men Free Online Research Papers Regression analysis is a statistical tool used to estimate the value of variable based on the value of another (University of Phoenix, 2004, p. 429). The goal of regression analysis is to determine the values of parameters for a function that cause the function to best fit a set of selected data observations. Team C will be using the data from our research to confirm the hypothesis. The team will be using the five-step hypothesis process to determine whether to reject or accept the null hypothesis. The analysis will assist by providing numerical data and facts. The analysis we will be using is the Linear Regression analysis. By the end of this research, Team C should be able to prove whether or not women make less money than men. Women today take on many roles and responsibilities. Not only do they work, but they also have other responsibilities in addition to their wife and motherly duties. Even with those increased responsibilities, women today hold some of the most top positions in the world and they have come this far through continuous education. According to Krefting, although women tend to go to school longer than men; they get educated in fields that don’t pay that much. Most women find jobs in childcare; hospitality; nursing; teaching; and; counseling. Men on the other hand are construction workers; engineers; sociologists; and firemen. Though men might not go to school to practice construction it may be just a talent that they have and they are paid a lot for it; but women have to work harder to move up in salary and in job positions (Krefting, 2003). Hypothesis Statement Based on the data sets, the hypothesis for our research shows is that men make higher salary than women. The data provides a comparison on income earnings based on men versus women with the influence of education. The data confirms the disproportion in income between the genders and education. By viewing the data, men’s salaries are substantially more on an annual basis. Even with the men and women having the same education levels, men are paid substantially more than the women with the same level of education. The data confirms the hypothesis that males with similar education levels make more money than women. The null hypothesis states that income depends on the gender and the mean salaries for women with a higher education still make less than a man with the same education level. The alternative hypothesis states that the income for women with a higher education is higher than the average income earnings of men with the same education level. The hypothesis is that women that have the same level of education as men and are given less pay for the same job position. Five-Step Hypothesis Test Regression Analysis Conclusion Team C has proven the hypothesis to be correct. The final decision is that women do make less money than men. This was proven through the data that we collected and analyzed through the numerical data shown. (Appendix I) The results show that even though women are educated and they may have masters and doctrines degrees, their male counterparts still make more money than they do on an annual basis. Although our hypothesis has been tested and results confirmed, the following questions are still unanswered. When will women be able to be on the same field as men? When will they be able to feel that they are equal in the workplace, and there is no favoritism present at work? Reference Longley, R. (n.d.).Why women still make less than men: Death, taxes, and a glass ceiling. Retrieved on May 25, 2009, from http://usgovinfo.about.com/cs/censusstatistic/a/womenspay.htm Dessler, G. (2004). A framework for human resource management (Third Edition). Upper Saddle River, NJ: Prentice-Hall. Doan, D. Seward, L. (2007). Applied Statistics in Business and Economics. Burr Ridge, IL: McGraw-Hill. Retrieved May 24, 2009, from https://mycampus.phoenix.eduFouts, C. (2008). Krefting, L. (2003, March). Gender, work, and organization: Intertwined discourses of merit and gender: Evidence from academic employment in the USA. Retrieved May 31, 2009, from http://classroom.phoenix.edu/afm214/secure/viewattachment.jspa?ID=8414888messageID=41100199name=interwined discourses of merit and gender evidence.pdfview=inline StatPac Inc (1997-2009). The Statistics Calculator; Statistical Analysis Tests At Your Fingertips. Retrieved from the World Wide Web on June 8, 2009 at statpac.com/statistics-calculator/counts.htm Zoppo, G. (April 28, 2009). Why Are Women Still Earning Less Than Men? Retrieved from the World Wide Web on June 1, 2009 at diversityinc.com/public/5809.cfm. Appendix I Female Male Wage Comparison Data Table Wage Industry Occupation Ed South Nonwhite Hispanic Fe Ex Marr Age Union 11186 0 0 12 0 0 0 0 0 0 18 0 20852 0 0 12 1 0 0 0 1 0 19 0 10997 0 4 14 0 1 0 0 0 0 20 0 14476 0 5 12 0 0 0 1 3 1 21 0 13787 0 4 11 0 0 0 0 4 1 21 0 19452 0 4 13 0 1 0 0 3 0 22 0 16667 0 3 12 1 0 0 0 4 0 22 0 15234 0 1 12 1 0 1 1 4 0 22 0 39888 0 3 12 1 0 0 0 5 0 23 0 13162 1 0 12 0 1 0 0 6 0 24 1 20793 0 0 12 1 0 0 1 6 0 24 0 19284 1 4 16 0 0 0 0 3 0 25 0 13481 0 4 12 1 0 1 0 7 0 25 0 16789 0 3 13 1 0 0 1 6 1 25 0 11702 0 2 14 1 0 0 1 6 1 26 0 11451 1 0 12 0 0 0 1 8 1 26 0 33351 0 5 16 1 0 0 1 4 1 26 0 37771 0 5 15 0 0 0 0 5 0 26 0 25670 0 3 13 0 0 0 1 8 0 27 1 13312 0 4 12 1 0 0 1 9 1 27 0 29191 0 0 12 0 0 0 0 9 0 27 0 41780 0 0 12 1 0 0 0 9 1 27 0 29977 0 4 16 0 1 0 1 6 1 28 0 25166 0 4 12 0 0 0 1 10 0 28 0 30308 0 4 12 0 0 0 0 10 1 28 0 83443 0 5 17 0 0 0 1 5 0 28 0 15957 0 2 12 1 0 0 1 10 0 28 0 21716 0 5 12 0 0 0 1 11 0 29 0 33461 0 1 16 0 0 1 0 7 1 29 1 28219 0 3 12 1 0 0 0 12 1 30 0 31691 1 0 12 0 0 0 0 13 0 31 0 60626 0 5 18 0 0 0 0 7 1 31 0 52762 0 5 18 0 0 0 0 7 1 31 0 22133 0 5 16 0 0 0 1 10 0 32 1 32094 0 3 12 1 0 0 1 14 1 32 0 16796 0 4 12 0 0 0 1 14 1 32 0 35185 1 3 14 0 0 0 1 12 1 32 0 17690 0 1 12 1 1 0 0 14 1 32 0 15193 1 0 12 0 0 0 1 15 0 33 0 75165 0 1 15 0 0 0 0 12 1 33 0 19227 0 3 12 0 0 0 1 15 1 33 0 50235 1 0 16 0 0 0 0 12 1 34 0 44543 0 2 18 0 0 0 0 10 1 34 0 24509 0 5 14 0 0 1 1 15 0 35 0 29407 0 4 10 1 0 0 0 19 0 35 0 34746 0 3 14 1 0 0 1 15 1 35 0 68573 0 5 16 1 0 0 0 14 1 36 1 28168 1 0 13 0 0 0 0 17 0 36 0 18121 1 3 12 0 0 0 1 18 1 36 0 33498 0 1 10 0 0 0 0 20 1 36 0 29390 0 0 13 0 0 0 0 18 1 37 0 26614 1 0 12 0 0 0 1 19 1 37 0 33411 1 2 12 1 0 0 0 20 1 38 0 22485 0 3 12 0 0 0 0 22 0 40 0 83601 0 5 17 0 0 1 0 18 1 41 0 55777 0 1 14 1 0 0 0 21 1 41 0 21994 0 1 12 0 0 0 1 24 1 42 0 32138 0 4 14 0 0 0 0 22 1 42 1 13318 1 0 11 1 0 0 1 25 1 42 1 33389 0 1 14 0 1 0 0 22 0 42 0 50187 0 3 12 0 0 0 1 24 1 42 0 28440 0 4 12 0 0 0 1 24 1 42 0 37664 0 5 18 0 0 0 0 19 1 43 0 15013 0 4 16 0 0 0 0 21 1 43 0 30133 2 0 10 0 0 0 0 27 1 43 0 31799 0 3 12 0 0 0 1 25 0 43 0 29809 0 4 8 0 1 0 1 29 0 43 0 16817 0 3 12 1 0 0 1 26 0 44 0 66738 0 0 9 1 0 0 0 29 1 44 0 9879 0 3 12 1 0 0 1 28 1 46 0 34484 0 3 13 1 0 0 1 28 0 47 0 49974 1 1 16 0 1 0 0 26 1 48 1 31304 0 1 16 0 0 0 1 26 1 48 0 33959 0 5 17 0 0 0 1 26 1 49 1 30006 1 3 16 0 0 0 1 27 1 49 0 19306 0 5 9 1 1 0 1 34 1 49 1 11780 0 2 11 0 0 0 1 33 1 50 0 49898 2 0 12 0 0 0 0 33 1 51 1 17694 0 4 8 0 0 0 1 38 1 52 0 57623 0 1 15 0 0 0 0 31 1 52 0 83569 0 1 18 0 0 0 0 29 1 53 0 23027 0 4 14 0 1 0 0 34 1 54 1 32786 1 0 11 1 0 0 0 37 1 54 1 46646 2 0 5 1 0 0 0 44 1 55 0 20852 1 0 12 0 0 0 1 38 1 56 0 32235 0 3 12 0 0 0 1 38 1 56 0 19388 1 0 6 1 0 0 0 45 1 57 0 26820 0 5 18 0 0 0 0 33 0 57 1 26795 0 0 7 1 0 0 0 44 1 57 0 50171 0 5 12 0 0 0 0 39 1 57 1 31702 0 3 12 1 0 0 1 39 1 57 0 36178 0 3 12 0 0 0 1 40 1 58 0 15160 0 4 8 1 0 0 1 45 0 59 0 12285 0 1 12 0 0 0 1 42 1 60 0 60152 0 5 16 1 0 0 0 38 1 60 0 29736 0 4 8 0 0 1 0 47 1 61 1 45976 0 2 12 0 0 0 0 43 1 61 1 18752 0 4 11 0 0 0 1 45 0 62 1 17626 0 3 12 0 0 0 1 45 1 63 0 19981 0 4 4 0 0 0 0 54 1 64 0 Research Papers on Linear Regression Analysis; Women make less than menResearch Process Part OneInfluences of Socio-Economic Status of Married MalesThe Relationship Between Delinquency and Drug UseThe Fifth HorsemanIncorporating Risk and Uncertainty Factor in CapitalPersonal Experience with Teen PregnancyAnalysis Of A Cosmetics AdvertisementThree Concepts of Psychodynamic19 Century Society: A Deeply Divided EraStandardized Testing

History 1 Essay Example | Topics and Well Written Essays - 250 words

History 1 - Essay Example The discussion on Vietnam became tense, as some nations were unwilling to negotiate directly. Nevertheless, the Geneva accord determined that Vietnam would be temporarily divided at the 17th parallel, with the election scheduled two years later that would decide the government of a reunified Vietnam. Nevertheless, the United States and South Vietnam refused to sign the accord thus the planned elections were destined to failure (Asselin, 155–195). Gulf of Tonkin resolution was United States Congress response to the Gulf of Tonkin resolution incident where US ships in the Gulf of Tonkin had been attacked by North Vietnamese. The resolution was a significant turning point for Vietnam as it gave the president of the United States authority for use of a â€Å"conventional† military in South East Asia without the official declaration of war by the Congress. The resolution specifically authorized the president to assist any member of the South Asia collective defense treaty militarily. This led to an escalation of the United States military involvement in southern Vietnam and beginning of between the United States and North Vietnam (Schuster, 28–33). The Tet offensive was a military operation by the North Vietnamese people’s army and the Viet Cong Company against the forces of South Vietnam and the United States. The communists began a wave of attacks in the late hours of 30th January with the main communist forces beginning major offensives the next morning. The Tet offensive was a countrywide campaign that was well coordinated and involved more than 80,000 communist troops. The offensive led to striking of more than 100 towns, including provincial capitals and autonomous cities. The offensive was the largest military operation in the Vietnam War that marked a turning point for the full entry and participation of the United States troops in the Vietnam War (Rehfeld, 465–486). Of all cold war confrontations that resulted in actual combat war, Vietnam

The relationship between changing of labor force(total labor number ) Research Paper - 1

The relationship between changing of labor force(total labor number ) and Unemployment rate - Research Paper Example A high population creates a ready labor market that leads to high unemployment rates since people compete for the scarce job opportunities that are available (STOICA, pp.29). Fang and Nie (2014) argue that changes in the American labor market were as a result of the Great Recession that was witnessed in 2007.They argue that the recession adversely affected the supply of the labor market a move that forced the unemployment rates to soar high. The two authors seem to differ with the premises of the researchers whose ideas have been presented among other things. They used the Mortensen-Pissarides model to explain the trend of the American labor market. Researchers agree that high unemployment rates are because of lack of proper transition during employment and retirement. However, they disagree on some factors that have been proposed to contribute to high unemployment rates in the US (Fang and Nie, p.1). Similarly, Hornstein (2013) attributes the 2007 Global Financial Crisis to the high unemployment rates in the United States of America. A majority of citizens were actively involved in the labor market something that had lead to a decline in the unemployment rates. However, due to the recession, most organizations were forced to cut their workforces to control their costs at a time when most of them were experiencing financial challenges. Recession in 2007 caused significant changes in the labor market. Most employees were laid off whereas others were forced to retire prematurely. In addition, employment opportunities were unavailable for fresh graduates. Consequently, the unemployment rates rose sharply during the period. In 2009 unemployment rate, had increased to 10% up from 4% in 2007.Interestingly, although economic recoveries have been made, the situation remains indifferent to the unemployment rate remaining at 7% despite the economic progress that has

Critically explore the claim of an increasingly individualized Essay

Critically explore the claim of an increasingly individualized employment relationship - Essay Example 91). Generally, psychological contract is presumed to be an implicit understanding of mutual obligations which is owned by employees, employer, and employing organisation. Psychological contract is also associated with legal and formal employment contract that define the formal responsibilities, duties, and obligation of the employee and the employer in the employment relationship. As elucidated in the psychological contract concept in an organisation, employer-employee relationship ought to have a mutual reciprocal exchange which strengthens the relationship. In most cases, employees are satisfied when there are greater differences between their contribution in the organisation and the inducement offered by the organisation. From the organisation perspective, employees’ contribution ought to be sufficient to attract more inducement from the organisation. Employees’ commitments should also be adequate to elicit employees’ contribution. Some scholars emphasise tha t employees could advance their performance if the organisation does not interfere too much with the employees’ norms. However, to facilitate mutual interaction in the work environment, employees should respect the rights of the organisation as well as the set ethical conducts. Individualised employment has in the recent past turned out to be a universal state of affair in a large number of local and multinational organisations. This ever-increasing occurrence can be attributed to several internal and external factors. To some extent, scholars and researchers have concurred with the notion that the concept of psychological contract has a significant role in the contemporary individualised employment relationship. However, there are some scholars who are passionately against the idea. To understand how employment relationship is individualised by psychological contract, the essay below will critically explore the claim that the concept of psychological contract is the manifest ation of increasingly individualised employment relationship. In the contemporary economy, psychological contract can be presumed to be an individual belief on the existence of a mutual obligation between the employee and the employer. The mutual obligations which exist between the employee and the employer are brought about by the perception that, any promise that has been made either implicitly or explicitly should be respected. As a result, the fulfilment of promissory obligation by one side is contingent which helps to define the fulfilment of the other party’s obligation. Psychological contract is assumed to comprise employees’ perceptions on the mutual obligation present in the agreement between the employer and the employee. Moreover, mutual obligations that prevail between contemporary employees and employers are to a great extent sustained through the reciprocity norm. The reciprocity norm that exist between the employer and employees therefore results into in dividualised employment relationship Psychological contract is presumed to be shaped by the implications of promise verse needs. Based on the fact that expectation is as a result of needs, the level in which each part can influence these needs is constrained. As a result, the critical element in modern development is the extent in which each part

Language Modes Essay Example for Free

Language Modes Essay Language arts is the term typically used by educators to describe the curriculum area that includes four modes of language: listening, speaking, reading, and writing. Language arts teaching constitutes a particularly important area in teacher education, since listening, speaking, reading, and writing permeate the curriculum; they are essential to learning and to the demonstration of learning in every content area. Teachers are charged with guiding students toward proficiency in these four language modes, which can be compared and contrasted in several ways. Listening and speaking involve oral language and are often referred to as primary modes since they are acquired naturally in home and community environments before children come to school. Reading and writing, the written language modes, are acquired differently. Although children from literate environments often come to school with considerable knowledge about printed language, reading and writing are widely considered to be the schools responsibility and are formally taught. A different way of grouping the language modes is according to the processing involved in their use. Speaking and writing require constructing messages and conveying them to others through language. Thus they are expressive modes. Listening and reading, on the other hand, are more receptive modes; they involve constructing meaning from messages that come from others language. (For those who are deaf, visual and spatial language modes–watching and signing–replace oral language modes. When one considers how children learn and use language, however, all of these divisions become somewhat artificial. Whatever we label them, all modes involve communication and construction of meaning. In effective language arts teaching, several modes are usually used in each activity or set of related activities. For example, students in literature groups may read literature, discuss it, and write about it in response journals. In 1976 Walter Loban published a study of the language growth of 338 students who were observed from kindergarten through grade twelve. He found positive correlations among the four language modes both in terms of how students developed competency in each, and of how well students ultimately used them. His study demonstrated the inter-relationships among the four language modes and influenced educators to address and more fully integrate all four of them in classrooms. Models of Language Arts Instruction Many changes in language arts instruction have taken place in American schools since 1980. To understand these changes, one must be conversant with the three basic models that have given rise to variations in language arts curriculum over the years: the heritage model, the competencies model, and the process or student-centered model. Each model constitutes a belief system about the structure and content of instruction that leads to certain instructional approaches and methods. The heritage model, for example, reflects the belief that the purpose of language arts instruction is to transmit the values and traditions of the culture through the study of an agreed-upon body of literature. It also focuses on agreed-upon modes and genres of writing, to be mastered through guided writing experiences. The competencies model, on the other hand, emanates from the belief that the chief purpose of language arts instruction is to produce mastery of a hierarchy of language-related skills (particularly in reading and writing) in the learner. This model advocates the teaching of these skills in a predetermined sequence, generally through use of basal readers and graded language arts textbooks in which the instructional activities reflect this orientation. The majority of adults in this country probably experienced elementary level language arts instruction that was based in the competencies model, followed by high school English instruction that primarily reflected the heritage model. Instruction in both of these models depends heavily on the use of sequenced curricula, texts, and tests. The third model of language arts instruction, the process model, is quite different from the other two models. The curriculum is not determined by texts and tests; rather, this model stresses the encouragement of language processes that lead to growth in the language competencies (both written and oral) of students, as well as exposure to broad content. The interests and needs of the students, along with the knowledge and interests of the teacher, determine the specific curriculum. Thus reading materials, writing genres and topics, and discussion activities will vary from classroom to classroom and even from student to student within a classroom. Authentic assessment is the rule in these classrooms, that is, assessment that grows from the real language work of the students rather than from formal tests. Clearly the process model leads to more flexible and varied curriculum and instruction than the other two models. While the heritage and competencies models have come under criticism for being too rigid and unresponsive to student differences, the process model has been criticized as too unstructured and inconsistent to dependably give all students sufficient grounding in language content and skills. In actuality, teachers of language arts generally strive to help their students develop proficiency in language use, develop understanding of their own and other cultures, and experience and practice the processes of reading and writing. Thus it seems that the three models are not mutually exclusive. They do, however, reflect different priorities and emphases, and most teachers, schools, and/or school systems align beliefs and practices primarily with one or another model. Focus on Outcomes From a historical perspective, marked shifts in language arts instruction have taken place. In the early twentieth century, textbooks and assigned readings, writing assignments, and tests came to dominate the language arts curriculum. Instruction was characterized by a great deal of analysis of language and texts, on the theory that practice in analyzing language and drill in correct forms would lead students to improved use of language and proficiency in reading, writing, and discourse. Instruction was entirely teacher-driven; literature and writing topics were selected by the teacher; spelling, grammar, and penmanship were taught as distinct subjects; and writing was vigorously corrected but seldom really taught in the sense that composition is often taught today. In the 1980s a shift toward the process model emerged in the works of many language arts theorists and the published practices of some influential teachers including Donald Graves, Lucy M. Calkins, and Nancie Atwell. In 1987 the National Council of Teachers of English and the Modern Language Association sponsored a Coalition of English Associations Conference. Educational leaders from all levels came together at the conference to discuss past and present language arts teaching and to propose directions and goals to guide the teaching of language arts in the years leading up to and moving into the twenty-first century. The conference report specified the ideal outcomes of effective language arts instruction, in terms of the language knowledge, abilities, and attitudes of students. These outcomes were largely process oriented, as illustrated by the following examples of outcomes for students leaving the elementary grades, as reported by William Teale in Stories to Grow On (1989): * They will be readers and writers, individuals who find pleasure and satisfaction in reading and writing, and who make those activities an important part of their everyday lives. * They will use language to understand themselves and others and make sense of their world. As a means of reflecting on their lives, they will engage in such activities as telling and hearing stories, reading novels and poetry, and keeping journals. Principles to guide curriculum development evolved from the conference participants agreed upon student outcomes, and, like the outcomes, the principles were broad and process-focused. For example, two of the original principles are: Curriculum should evolve from a sound research knowledge base and The language arts curriculum should be learner-centered. Elaborations on these and other curriculum goals deviated from earlier recommendations in that they included classroom-based ethnographic research, or action research, as well as traditional basic research in the knowledge base that informs the teaching of language arts. There was also agreement that textbooks serve best as resources for activities, but that the most effective language arts curricula are not text driven; rather they are created by individual teachers for varying communities of students.

Sidney and Petrarch; Or, The Contemplation of Love :: Renaissance European History Essays

Sidney and Petrarch; Or, The Contemplation of Love Tanto piu' di voi, quando piu' v'ama. Petrarca. The Renaissance reached its fulfilment in the sixteenth century. English, long neglected by the humanists' preoccupation with Greek and Latin, rose to a wholly new and conscious dignity as a medium of serious literary expression. That English should rise and attain the status of national language is not surprising in view of the fact that the spread of literacy and the introduction of printing, along with the increasingly strong nationalist feeling, did account for its consolidation.1 There was not only a steady progression towards developing a language of their own; English humanists also felt a peremptory need for constructing and shaping literary modes which were akin to their own set of values and culture. As The Norton Anthology of English Literature's introduction to the sixteenth century puts it: "Literary conventions challenged Elizabethan poets to find fit forms for their experiences, to show their learning and virtuosity by the ingenious elaboration of [...] well-known patterns, and to create from these patterns something fresh and new."2 Be it a pastoral poem or a sonnet, the Elizabethan poet would set out to follow the path of 'ingenious invention'. He would sometimes draw on the conventions and modes of the classics or, as the case may be, he could also seek out to emulate the patterns of foreign poets (mainly Italian and French), in order to recreate their poetic utterances. In Phillip Sidney's sonnets, for instance, the old Petrarchan rhetoric is still at work. Sidney's Astrophel and Stella is the first of the great sonnet cycles, which drew heavily upon the conventions established by Petrarch. The Cambridge History of English Literature says: "Some of [Watson's] successors were gifted with poetic powers to which he was a stranger, and interwove the borrowed conceits with individual feeling, which, at times, lifted their verse to the plane of genuine poetry."3 The quotation could be taken as an accurate reflection on Sidney's poetry, for he really undertook to work upon the already established literary modes and, by so doing, he did succeed in creating poetry of his own. For Sidney, thus, the Petrarchan conventions had to take on a wholly new meaning, if his poetry was to be both genuine and unique.

How Successful Were The Nazi Party In Carrying Out Their Aims Essay

During the 13 years they were in power, the Nazi party put forward a lot of opportunities and propaganda that would encourage children to be inspired and take part in the National Socialist movement. These were also aimed to turn young boys in to selfless, strong soldiers and young women in to the soldiers of the household and childbearing front. One of the first policies that the Nazi’s brought out was to instigate a Nazi cadet force. These young men that were aged from 13 – 18 would arrive and spend time learning a plethora of soldier making skills including, trench digging, grenade throwing, uses of dugouts and bayonet drill. Although having these skills was incredibly useful to them when it came to the upcoming war but the membership in 1938 were actually only 25% of students attended the meetings regularly. Despite this it can be argued that especially after it became compulsory in 1939, many students became fanatical over the idea of being a part of the German Reich, suggesting that when it really did matter, during the Second World War, the Nazi policies backing up the Hitler Youth were incredibly effective. Another aim of the Nazi party was to turn children in to anti-Semitics from the moment that they learn to think. They did this primarily through changing the education system. This entailed re-naming biology as race studies. This was a subject where the class would analyse the problems with the Jewish faith and what they have done wrong throughout the history of their religion. Largely speaking this was incredibly successful; this was because, in most children, it was easily to shape their minds. This ended up with a lot of them, snubbing their original Jewish friends, a lot of the time without having any good reason other than the fact that it was the anti-Semitic ideology that had been ingrained in to them. Fitness was an incredibly important of the Nazi society in all aspects of society and not just children. Despite this, children, especially males did have an incredibly hard regime to follow. These kinds of activities revolved around the centre point of a Nazi boy’s upbringing which was being ready for war. Throughout the future war, Hitler knew that a fit army was an efficient one and starting this mindset from an early age was an incredibly effective way of making sure this happened. Although this did turn them in to war ready, fit young men, some of the regimes were slightly excessive when you consider the range of ages. Especially when children were being evacuated in to the â€Å"countryside† they were actually being taken to Nazi camps, were generals would test out fitness programs for some of the elite regiments. This could lead to the suggestion that a lot of children were alienated by this and so was not entirely successful. When looking at Nazi policies towards young women, we can see that although they have a very different structure and content, the final result is the same. The Nazi’s wanted to create women that followed the Nazi ideology. The main way that they did this was to introduce their own kind of youth club. Despite being similar to the Hitler youth, the itinerary of the Jugmadelbund (the name of the organisation), was much more focused on improving skills to do with mother hood, cooking and other household jobs. This had mixed result as many of them only cam to the meetings to see friends and were not really interested in the propaganda message. On the other hand it can be argued that they were successful due to the fact that a lot more girls went to them than boys did to the Hitler Youth pre 1939. This resulted in a lot of becoming part of the Nazi ideal almost through accident. Adolf Hitler knew that children were the future of the German race, for this reason he spent a lot of time, money and effort in to securing this ideological legacy through numerous policies and organisations. Overall these were largely successful in getting across his message. The evidence for this is most prominent, towards the end of the war where children as young as 12 and 13 were taking part in the fighting. Even when the Soviet Red Army was knocking on the door of Berlin, children fought, almost fanatically to defend the Nazi ideal to their last breath, their minds shrouded by the fact that they had never really been apart of anything else but the German Third Reich.

A Case Analysis on Sealed Air Corporation

The context in which the decision is to be made is that Sealed Air is facing competition from unexpected quarters. The company Sealed Air had achieved market leadership by differentiating its AirCap cushioning materials by using the â€Å"barrier-coating† making AirCap cushioning material more versatile and reliable.The company had depended on this crucial differentiating factor that had been communicated to its customers in different ways. In addition, its salespersons had also been trained to project the superiority of coated bubble cushioning. Sealed Air technology is patented and so it enjoyed leadership in the cushioning market. What is more important is that the brand AirCap was positioned as high quality, premium-cushioning material.Currently, there is an increase in competition from two quarters. First, there are several small manufacturers that have invented processes similar to that of Sealed Air and have produced cheap substitutes. Second, there is an increase in un coated bubble cushioning manufacturing and marketing in the USA especially by a new competitor that is GAFCEL.The issue to be decided is whether Sealed Air should commence manufacturing uncoated bubble operations to counter this new competition or should Sealed Air continue with its strategy of emphasizing the benefits of coated bubble technology. There are pressures from several quarters on Hauser to make the decision.The GAFCEL sales are increasing very quickly, the distributors of AirCap have also taken up the distribution of GAFCEL and the distributors are actively asking for uncoated bubble cushioning. On the other hand Hauser is torn because Sealed Air has been positioned as a coated bubble company, it has communicated the benefits of coated bubble technology over the years and its sales force is also oriented towards selling coated bubble cushioning.There are several requirements and limitations. The requirement for Sealed Air is to stem the falling market share at home and a broad. For example, in England, Sealed Air needs to counter the challenges thrown to it by the Japanese firm that is selling uncoated bubble products at 50% less price than AirCap cushioning. Similarly, in France the market share of AirCap has fallen from 50% to 30% because of increased competition from uncoated products.Finally, In Germany, AirCap was losing its share at the rate of 20% to 30% per year. Even though the gross sales of AirCap in the US market are increasing, the rate of increase is much slower than what it was in early ‘70s. For instance the increase in sales from 1973 to 1974 was 30%, the increase in sales from 1979 to 1980 was only 19% (Dolan p4).   The basic requirement for Sealed Air is to counter the fast eroding market for its coated AirCap.It must be able to regain its market share to at least 1978 levels. Sealed Air has other requirements; it must be able to protect its current positioning in the market, it should be able to protect its coated bubble sales and must not dilute the brand equity of AirCap. Further, Sealed Air should endeavor to follow the twin objectives of providing market leadership through technological leadership.Till now Sealed Air has technological leadership as well as market leadership because AirCap had been selling coated bubble cushioning. Sealed Air also needs to ensure that its distributors continue to sell its coated bubble products as they have done in the past.  Ã‚   However, Hauser has some limitations. These are that the company does not have any means of differentiating if it goes in for uncoated bubble products. It has to compete on price with GAFCEL. There is no technological leadership for Sealed Air if it goes in for uncoated bubble technology.Moreover, the sales force of Sealed Air is oriented towards selling strongly differentiated high quality premium AirCap products. This sales force is not suitable for uncoated products.The sales of AirCap products are limited by the demand for high qu ality versatile packing material. Similarly, the distributors and their selling methods are suited more for uncoated bubble cushioning rather than AirCap products that needed more demonstration and selling time.

Dna and Dna Replication Essay

Dna and Dna Replication Essay Dna and Dna Replication Essay * Gregor Mendel had no experience with DNA – did pea pod experiment * Proteins at one point were considered as the genetic material * Miescher: found a phosphorus rich substance in puss cells * Levene: isolated 2 types of nucleic acids * Hammerling: worked with acetabularia. (Reciprocal graft experiment) * Griffith: wanted to make a vaccine. * Worked with Live S strain and R strain. * A chemical substance from one cell is capable of genetically transforming another cell * Conjugation (transforming principle) * Avery, MacLeod and McCarty extended Griffiths experiment. * Used RNase, Proteases and DNase. * According to Chargaff’s rule: A=T and C=G * Hershey and Chase: worked with the bacteriophages * Tagged on batch in a radioisotope of Sulfur and one in Phosphorus * Mixed bacteriophages with bacteria (bacterial cells are infected) * Agitate to remove phages from bacterial cells * Centrifuge: so that the bacterial cells form pellets * Is the radioactivity in the pellet, or the liquid? Ta da. * DNA: characteristics in species, variation, control cellular processes and replication. * Rosalind Franklin: helical structure, 2 nm in diameter, bases are hydrophobic, sugar phosphate backbones are hydrophilic * Antiparallel, 5’ – 3’, complementary base pairing * 2 Challenges of RNA: must be compact to prevent interference with other cellular processes and must be protected from hydrolytic enzymes * In prokaryotes, genetic material is in a double stranded single DNA. It undergoes supercoiling. * Organization of genetic material in eukaryotes: * 8 histones are wrapped by DNA and locked by H1 histone forming a nucleosome * Nucleosomes line up making a solenoid structure * The log chain of nucleosomes loop in on each other and attach to a protein scaffold * Then the protein scaffold loops in on itself making a chromosome DNA REPLICATION * 3 models: Semi-conservative, conservative and dispersive * Process of DNA replication: Initiation, Elongation and Termination * DNA gyrase: swivels to release tension. (Cutting and gluing) * DNA helicase: unwinds and unzips * SSB proteins: allows the strands to stay separated * DNA polymerase III: works after RNA primase and synthesizes in the 5’ to 3’ direction. * RNA primase: lays down primer which is the start point of DNA replication * Prevention of losing genes: we have telomeres (buffers) * Erosion of telomeres = cell death * DNA polymerases act as

Step-by-Step Guide With Pictures SAT Registration

Step-by-Step Guide With Pictures SAT Registration SAT / ACT Prep Online Guides and Tips Registering for the SAT sounds like the easiest part of the process. But signing up is actually much more convoluted than you might think- and some things matter a lot more than others do. Most of all, you want to avoid classic registration mistakes that can cost you dearly. In this article, we’ll discuss step by step how to sign up for the SAT. We’ll also cover what parts of the 30-minute process really matter and what parts don’t. Finally, we’ll give you some key tips on how to choose the best location and how to save money. How to Register for the SAT, Step by Step What is the basic process for registering for the SAT online? Let's go through it together one step at a time. First,visit the College Board websiteand click on the yellow "Register Now" button or the "Register for the SAT" link. If you haven’t created a College Board account, this is a good time to do so. After you sign on to your College Board account, you'll be taken to your "My SAT" page, which looks like this: On the right side of the page is a blue button that says "Register for the SAT" (or "Register for another SAT" if you've already taken it at least once). Click this button. You should now be on the page below. According to the College Board,the registration process will take around 30-40 minutes (yikes- why should it take this long to register for the SAT? You’ll find out soon!) Click the button to continue. Now begins the long questionnaire. Some of this is important, and some of this is not. We’ll step you through it with notes on what to skip and what to take seriously. Personal Information: Very Important. This is how the College Board will track your test and associate it with you. Make sure every piece of information here is correct! Demographics: Not important. The College Board uses this information to get statistics on test takers. All of this is optional and has zero impact on your score or college admissions. Create Student Profile: Not important. This entire section takes the most time and energy, but none of it is important for your SAT score. The College Board shares this information with colleges so they can essentially send you spam mail. If you love mail from colleges or want to learn about schools you might not have known about, then fill this out accurately. Otherwise, this is a big drain on your time- filling it out won't raise your chances of getting into a college, since that all depends on your actual college application. To reiterate, each of the following subsections is not worth your time: College Board Programs GPA/Rank Course Work Activities College Plans If you’re strapped for time, I recommend you just leave it all blank andinstead use your extra time to prep for the SAT. It takes quite a long time to fill out every high school course you've taken. When you get to section 3 titled "Select Test Center,"you’re at what really matters. The first page, Terms Conditions, outlines the policies you agree to when you take the SAT. There’s a lot of text, but essentially it boils down to this: You promise not to cheat on the SAT. You promise not to use a cell phone during the test and understand that you're not allowed to discuss questions or answers at any time. You are who you say you are, and no one else is taking the test for you. Next, you’ll choose your test date on the Choose Your Test Datepage.If you have any testing accommodations or anSAT fee waiver, this is where you will enter that information. After, you'll get to theChoose Your Test Centerpage. Here,I highly recommend that you Search by Zip Code.This shows you all the options for available test centers near you (and not just your own high school). In fact,your high school might not be the best place for you to take the SAT. Quick Note: If you're actually planning to register right now, I suggest you read our article on best SAT test locations. You'll learn how to choose a better location for yourself. Next, you'll need to upload a photo of yourself. This is an important step. Be sure tofollow the directionsas to what a good picture should be. This way you won't have to re-register if the College Board ends up rejecting it for some reason. This actually appears on the official instructions. And that’s the whole process on how to sign up for SAT tests! If you skipped the pages I said you could, you'll be able to cut down the process from 30 minutes to five minutes. Signing Up for the SAT: 3 Essential Tips Now that you know how to register for the SAT, here are a few important tips to know: #1: Choose the Best Location for You This isn’t an automatic decision- many students take the SAT at their high school, but this might not actually be the best and most convenient location for you. For example, is there a test center that's actually closer to you than your school is? Will you be going on vacation the day your school administers the SAT? Do you tend to get nervous when taking tests with people you know? Whatever the reason, there are many benefits to being able to choose your test location and date. The SAT is offered seven times a year at various test centers and schools across the US.Read our in-depth guide tolearn more about choosing the best SAT test location for you. #2: Register Early- Well Before the Deadline Registering early for the SAT is critical. Put a note on your calendar to register at least six weeks before your test date. If you don’t register in time, you'll need to pay fees(or worse, you won’t be able to take your exam at all!). SAT registration deadlines are typically a month before the test date.If you accidentally miss the regular registration deadline for your desired test date, you can still register up until that test's late registration deadline, which is usually about 10 days before the test(note that you'll have to pay a late registration fee of $29 in addition to the regular test fee). If you miss the late registration deadline as well but still really want (or need) to take the SAT, you can sign up for the waitlist.You'll have to pay an additional $49if you are admitted on test day. Although there's no guarantee you'll be able to take the SAT, getting on the waitlist might be worth it if you have no other chances to take it before your college applications are due. #3: Apply for a Fee Waiver (If You Qualify for One) The SAT is a pricey test, costing either $46 (without Essay) or $60 (with Essay). If you can't afford to pay this fee, you might be eligible for a fee waiver. A fee waiver will make the entire SAT free for you to take. To be eligible, you must be a low-income 11th or 12th grader in the US (or US territories). Each fee waiver covers the following: Two free SATs (with or without Essay) Two free Question-and-Answer Service or Student Answer Service reports Unlimited SAT score reports to send to schools To get a fee waiver, consult your school counselor. If you're a home-schooled student, get in touch with a nearby high school's counselor. Note that you'll be required toprovide proof of eligibility, such as tax documents. Read our guide formore details about how to save money when you register for the SAT. What's Next? Now that you know how to sign up for the SAT, you might want to knowwhen the best time to take the SAT is. What test date will work best for you? What SAT score should you be aiming for? What's a good SAT score? Find out how to set a target SAT score with our detailed guide. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

HARTMANN Surname Meaning and Family History

HARTMANN Surname Meaning and Family History Hartmann originated as a patronymic surname taken from the German first name Hartmann, meaning brave man. From the Germanic element hard, meaning brave and hardy, combined with mann, or man. Hartmann may also have originated in some cases as an elaboration on the German surname Hart or Hardt, either a  topographic name for someone who lived by woods used as pasture, from the Middle High German hart or a  nickname meaning stag, from the Middle Low German hà «rte, harte.   Hartmann  is the 25th most common German surname. Surname Origin: German Alternate Surname Spellings:  HARTMAN, HARDTMANN Famous People with the HARTMANN Surname Erich Alfred  Hartmann  - WWII German fighter pilotPhilip Edward Phil Hartman -  Canadian-American actor, comedian, screenwriter and graphic artistJohan Peter Emilius Hartmann  - Danish composer and organistWilliam M. Hartmann -  American  physicist and  psychoacousticianRichard Hartmann - German engineering manufacturer Where is the HARTMANN Surname Most Common? According to surname distribution from Forebears, the  Hartmann  surname is most common in Germany, ranking as the countrys 21st most common surname, followed by Switzerland, where it ranks 64th. It is also somewhat common in Denmark, Austria and Liechtenstein. WorldNames PublicProfiler indicates the Hartmann last name is common throughout Germany, as well as in eastern Austria and western Hungary. Surname maps from Verwandt.de indicate the  Hartmann  last name is most common in western Germany, especially in the counties or cities of Berlin, Region Hannover, Munich, Hamburg, Hildesheim,  Rhein-Neckar-Kreis,  Frankfurt am Main,  Lahn-Dill-Kreis,  Cologne  and  Siegen-Wittgenstein.   Genealogy Resources for the Surname HARTMANN Meanings of Common German SurnamesUncover the meaning of your German last name with this free guide to the meanings and origins of common German surnames. Hartmann  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Hartmann  family crest or coat of arms for the Hartmann surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. Hartman  DNA  Surname ProjectIndividuals with the Hartman  surname, and variations such as Hartmann, Hardman, Hartney, Hartkoph, Hartfield, etc.  are invited to participate in this group DNA project in an attempt to learn more about Hartmann family origins. The website includes information on the project, the research done to date, and instructions on how to participate. HARTMANN  Family Genealogy ForumThis free message board is focused on descendants of Hartmann  ancestors around the world. FamilySearch - HARTMANN  GenealogyExplore over 1.4  million results from digitized  historical records and lineage-linked family trees related to the Hartmann surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. HARTMANN  Surname Mailing ListFree mailing list for researchers of the Hartmann  surname and its variations includes subscription details and a searchable archives of past messages. DistantCousin.com - HARTMANN  Genealogy Family HistoryExplore free databases and genealogy links for the last name Hartmann. GeneaNet - Hartmann  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Hartmann  surname, with a concentration on records and families from France and other European countries. The Hartmann  Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Hartmann  surname from the website of Genealogy Today. - References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back to  Glossary of Surname Meanings Origins