The Jungle Social Criticism And Realism - 1075 Words

The Jungle, due to its strong social criticism and realism in portrayal of social issues evident in the given period of time, put Sinclair at the center of radical social movement that was held by its members to resist the acceleration of total capitalism in early 20th century in America, the period that was identified as the â€Å"Progressive Era.† The main purpose of those movements was aimed at bringing the awareness of public through literature about the dominance of political elites who gained a full control over the media, diminishing any ability for counteraction from the masses. In his novel, Sinclair opposes the values of socialism to the ones of American capitalism, portraying the intensity of struggles in the lives of a family of immigrants in the context of social, political, and economic intricacies of Chicago in the early 1900s. It was noted that the historical period and the events portrayed in the novel were similarly turbulent in the reality. With the election of Theodore Roosevelt as the President of the United States, America was deeply segregated in its social classification between wealthy and poor. The period that captured the Civil War was associated with the development of capitalism, which created the life of a working class decrease in quality, as the workers had to struggle for jobs, while choosing the place of employment in the inhuman conditions. The mass strike of 1877 enhanced the instability between social classes supporting employers’ repressionShow MoreRelatedUpton Sinclair and His Influence on Society Essay1552 Words   |  7 Pageshis writing ended up having the deepest social impact upon the public since Harriet Beecher Stowes Uncle Toms Cabin. This was accomplished through his works such as The Jungle, King Coal, Oil!, and Boston. His work reflects socialistic views and he a chieved worldwide recognition extremely easily. He influenced society through the publication of The Jungle, which led to the Pure Food and Drug Act of 1906. He also responded to other peoples criticism of his works through letters and articlesRead MoreA Cry for Socialist Reform in The Jungle by Upton Sinclair Essay2412 Words   |  10 PagesA Cry for Socialist Reform in The Jungle by Upton Sinclair The Jungle is usually associated with the federal legislation it provoked. Americans were horrified to learn about the terrible sanitation under which their meat products were packed. They were even more horrified to learn that the labels listing the ingredients in tinned meat products were full of lies. The revelation that rotten and diseased meat was sold without a single consideration for public health infuriated the American publicRead MoreHard Times as a Novel of Social Realism Is Wholly Unsuccessful. Do You Agree?2050 Words   |  9 Pages‘Hard Time’s as a novel of social realism is wholly unsuccessful. Do you agree? ‘Hard Times’ is a novel based on a short visit made by the author Charles Dickens to a town similar to ‘Coketown’ called Preston. He made this journey in an attempt to identify the social problem of the exploitation of factory workers. Dickens was sensitive to the social abuses which pervaded the Victorian society and so with an approach of a utilitarian denial of human imagination; he used the factories of the fictionalRead More Sinclair Lewis and Babbitt2178 Words   |  9 Pagesthe late 19th century and lived until the middle of the 20th century so he witnessed many social transformations, including electricity, the automobile and the rise of industrialism and urban centers.   His college years were spent at Yale and he worked early in his writing career as a newspaper journalist and editor.   His early works like The Job:   An American Novel were characteristic of the satire and realism that would come to be trademarks of his mature style.   Lew is would go on to write novelsRead MoreThe Music Of Rap And Hip Hop1813 Words   |  8 Pagesproduce revenue and have people talking. Nicki doesn’t shy away from criticism and stereotypes, in the very first shot of the video she appears from the jungle, calling on the idea of how society places judgement and ideals of a black women being of an â€Å"exotic and animalistic† beast. Her body alone is a statement within itself, not only is she reclaiming the idealistic images of a curvy women but she is also reclaiming it to fit the realism of how females come in different shapes and sizes. There is aRead MoreBrief Survey of American Literature3339 Words   |  14 Pagesâ€Å"laws† of the poet’s imagination Romantic vs. Neoclassic(4) Subject matter: nature; central human experiences and problems Feelingful meditation; thinking Romantic vs. Neoclassic(5) Subject matter: personal experiences of the poet, often the social nonconformists or outcasts Romantic vs. Neoclassic(6) Human beings are endowed with limitless aspiration toward the infinite good Highest art – an endeavour beyond finite human possibility The American Romanticism stretched from the end of theRead MoreThe Gilded Age And Imperialism Expansion1827 Words   |  8 Pageslooked at it as a positive change. The poor laborers in the gilded age often viewed the change that occurred during the era as a negative one. The fact that working conditions for laborers were poor was no secret. A passage from Upton Sinclair’s The Jungle depicts these conditions of an old man stating, â€Å"He worked in a place where his feet were soaked in chemicals and it was not long before the chemicals had eaten through his boots. Then sores began to break out on his feet and grew worse and worseRead MoreHow Law Affects Society3172 Words   |  13 PagesWendell Holmes, Jr.Cardozo define law as â€Å"a principle or rule of conduct so established as to justify a prediction with reasonable certainty that it will be enforced by the courts if its authority is challenged.†[ Law and Society : Readings on The Social Study of Law by Stewart Macaulay, Lawrence M.Friedman, and John Stookey (Editors). New York: W.W Norton Company, 1995. 912pp. Vol.7 No.6 (June 1997) pp.281-291.] Law, from laymen’s perspectives would likely be just some rules that they should obeyRead MoreSalinger s The Catcher Of The Rye2057 Words   |  9 Pagesisn’t enough to understand what is troubling Holden, as we must look back as he traverses New York City. The movement that focuses on Holden’s experience as a whole is transcendentalism. Throughout 75% of the book, Holden is wandering the â€Å"concrete jungle† of New York in order to claim the last few moments of freedom that he has left. Hence, this reflects the transcendental ideal that emotions are best reached by living in nature. So okay, New York City isn’t exactly au naturale, but Holden does haveRead MoreVictorian Novel9605 Words   |  39 PagesTHE DEVELOPMENT OF THE NOVEL 2 II KEY AUTHORS 3 III KEY TEXTS 3 IV TOPICS 3 INTRODUCTION Many associate the word â€Å"Victorian† with images of over-dressed ladies and snooty gentlemen gathered in reading rooms. The idea of â€Å"manners† does sum up the social climate of middle-class England in the nineteenth century. However, if there is one transcending aspect to Victorian England life and society, that aspect is change. Nearly every institution of society was affected by rapid and unforeseeable changes

Lin Article Questions Free Essays

If any differences are statistically significant and small have the researchers notes that they are small? The researchers share with their readers that the sample sizes were collected at both the pretest, posttest, and the follow up. Is the results section a cohesive essay? 3. Does the researcher refer back to the research hypothesis, purposes, or questions originally stated in the introduction? 4. We will write a custom essay sample on Lin Article Questions or any similar topic only for you Order Now When there are a number of related statistics, ave they been presented in a table? . If there are tables, are there highlights discussed in the narrative of the results section? 6. Overall, is the presentation of the results comprehensible? Critique of discussion -ch. 12 1 . In long articles do the researchers briefly summarize the purpose and results at the beginning of the discussion session? The researchers begin the discussion section by 2. Do the researchers acknowledge specific methodological limitations? a. Sample size 3. Are the results discussed in terms of their literature cited in the introduction? . Are the results discussed in terms of any relevant theories? 5. Are suggestions for future research specific? Critique of entire article -Ch. 13 1 . In your Judgment, has the researchers selected an important problem? a. Use research to express how full the US Jails are. 2. Is the report cohesive? 3. Does the report extend the boundaries of the knowledge on a 4. Is the research likely to inspire additional research? a. Yes- there was previous research that they extended on. They did not do a large sample group. Potentially future researchers will extend on the theories used, sample size and/or demographics. 5. Is the research likely to help in decision making? -Discuss potential follow up study that has some changes in the design that would add meaningful to this subject area. -adopt basic design of the first study, only with some modification to make it better. :::Sample size and demographics Lin Article Questions By statsisnofriendofmine How to cite Lin Article Questions, Papers

The Parthenon Essay Thesis Example For Students

The Parthenon Essay Thesis The Parthenon was a temple to the patron goddess of Athens, Athena. Locatedatop Athenss Acropolis, the Parthenon was an architectural masterpiece. Itwas constructed between 447 and 432 BCE by the Greek sculptor Phidias and theGreek architects Ictenus and Callicrates. It the largest temple in Greece. However, subtle elements used in the construction create amazing effects. Allof the 46 massive stone columns lean inward slightly, the flutes on the columnstaper off a bit near the top and the columns get thinner near the top. Whenused together these elements create the illusion of upthrusting motion. Theillusion is most effective from a distance, when seen in contrast to the wall ofthe Acropolis. The Parthenon was made of white marble from Mount Pentelicus(however over time the marbles color has changed to a light yellowish beige). It stands approximately 60 feet high and has an area of 30,030 feet. TheParthenon contains two rooms. One room served as a treasury and the other oncecontained a large statue of Athena. Perhaps the most dramatic feature of the Parthenon was the sculpture by Phidias. Since the temple was a tribute to Athena, the sculpture centered around her. Thewestern side of the roof depicted the battle between her and Poseidon overcontrol of Athens. The eastern side depicted her birth. On the outer wallabove the columns there were 92 metopes (sculptured panels) depicting battlescenes involving heroes and gods. They included the Trojan war, the Greeksfighting the Amazons, and the gods against the Titans. Along the walls of theenclosed room of the Parthenon a festival honoring Athena was shown, depictingthe men and women of Athens. The Parthenon focused on Athena and the greatnessof the city of Athens. The Parthenon shows the architectural innovation ad nd the artistic genius ofthe Athenians. It shows the spirit and culture of Athens and is a history initself. Category: English

The bird in the bush Essay Example

The bird in the bush Essay No one knew anything about us. We were the kids that stuck together everywhere, played Poke ©moon on our Somebody in the hallway and wore glasses. What are supposedly characteristics of a geek, but Dusk and I couldnt have cared less. Dusk was the best friend any guy could have. He was tall and lanky and had long, curly hair that cascaded like a waterfall to his shoulders. He wasnt what youd call hot, but he had a good attitude and that was all that mattered. He amused me, was brave and boundless, loyal and caring, everything everyone wants in a friend. It was during year 7 that Dusk and I met, we were the dorky guys that TLD have anyone to talk to, so I decided to say hi. Ive never regretted a moment after it. We lived so far from each other however that didnt stop us from accomplishing the fun things. We had sleepovers frequently which contained watching hours of star wars, reading comics and studying. Our nature adapted accordingly to the weather, drinking a nice cold beverage from Struck by the beach during the sweltering summer days and hitting up trivia night at the local bar on rainy days. We will write a custom essay sample on The bird in the bush specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The bird in the bush specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The bird in the bush specifically for you FOR ONLY $16.38 $13.9/page Hire Writer No one had ever brought so much Joy to my life. Dusk was the person I spent most of my time with and someone I cherished. One night Dusk called me, a regular occurrence as we had no other way of communicating outside of school. He told me how he had tried out for the basketball team and made it. I had never felt so proud and ecstatic for him. This was Dusks first ever real achievement. The day after Dusk couldnt come home with me as he had basketball training. He told me how they took It so seriously and how he could spend limited hours with me o concentrate on the sport. I stared at the wall ahead of me and a million thoughts rushed into my head. I felt like crying and managed to find the strength to say alright. Secretly, I wasnt. The following days I couldnt bear to look Dusk hang out in the cool group which consisted of Richard and a few other dicks. It wasnt me that I was concerned about, it was him. Days went by, followed by weeks. Instead of having Dusk with me during a movie marathon, I watched it alone and ate tubs of ice cream to put away the misery. He was happy and that made me happy. He was happy without me, and the thought of that left me broken to bits. One day, I heard a voice shout Hey you. It was Richard, I turned around to see if he had yelled at someone else but there was no one behind me. I wondered what he comfortable so I walked up and offered him a hand shake, he stared at it and looked up and glared me in the eyes. I have never seen this side of Dusk and it made me scared. Before I knew it, Dusk had me lying on the floor, helpless and winded. Get off I exclaimed. He stood up and called me a dirty little fagged. As I picked myself up and staggered away not taking notice of the bruise on my leg, I turned back and saw the look on his face. He didnt need to say it but I knew he was apologetic, shamed-faced and melted. Soon after, Dusk was the most popular kid in school. He started dating a girl named Macaulay. She was the most beautiful thing I have ever set my eyes upon and if Im not correct, the most beautiful thing anyone has ever set their eyes upon. Id see them kissing in the corridors on the way to class and in the corner of my eye see him touch ere inappropriately. What happened to my innocent friend, the guy I spent hours with, the guy that I shared so many good memories with, the guy that plastered a smile on my face every time, the guy that didnt even have the confidence to speak to a girl. Dusk had changed, I guess it was my time to change and forget about him. I lost someone I admired and appreciated so much. I had no other friends, without him I didnt have the confidence to do most things. Ultimately I decided to face my previous best friend and talk to him in person about y future and how I had spent the most memorable part of my life with him. I knew something wasnt right as soon as I saw his face. He had a peculiar look, dismal and about to burst into tears. I approached him cautiously and sat next to him on his front porch. He didnt seem to notice my arrival but as soon as I spoke he started to shed tears. He told me how he was sorry and missed me. Further down the conversation he told me about how Macaulay had been cheating on him with Richard. I comforted him and he said something to me I will never forget. Informer like the bird in the bush

Essay about In Vitro Fertilization No Refernce

Essay about In Vitro Fertilization No Refernce Essay about In Vitro Fertilization No Refernce For the majority of couples, in vitro fertilization (IVF) represents the final hope for pregnancy after the countless times of failing to conceive. The IVF process is demanding, occurs in an unfamiliar environment, cost about thousand of dollars, and has no guarantee of a successful outcome. However, these couples choose this option in hope of having a baby. Most couples find a way to cope with the stresses of the IVF procedure, and all couples are aware of the pressures which it places upon them. Most women who are unable to conceive naturally resort to IVF as a last option despite the multiple medications, high cost, and significant odds needed to make pregnancy even remotely possible. IVF is a fertility treatment that helps couples who need assistance in conceiving naturally. This process is vital to infertile couples because it gives them another chance of conceiving a child. Couples who do qualify for IVF usually tried other methods before they looked into IVF process. IVF has six major steps for the process of fertilization: monitoring the ripening of the eggs in the woman’s ovaries, collecting the eggs, collecting sperm, incubation of the egg and sperm in the laboratory, transferring the embryo to the uterus, and waiting for either a positive pregnancy result or menstruation. More than tens of thousands healthy children are born through IVF. The number one aim for IVF has been to mimic nature as best as possible using artificial insemination. It’s really important for anyone considering IVF to understand to process along with any limitations. Women who want to start the IVF route need to start a daily injection dose of hormonal medication know as Gonadotropins to promote maturation of ovarian follicles containing the eggs. Women are taught how to administer the injections at home on the first day they are prescribed the medication injection. Later on their blood is tested to measure hormone levels. The main goal is to stimulate the production of multiple follicles but these numbers can vary widely. Some women can produce 20 or more pre cycle while others could possibly only produce two or three. When the follicles have matured the women then administers an injection of human chorionic gonadotrophin, hCG. This is an important medication that has to be taken at the time the women is instructed to do so or the procedure will not successfully take place. After the administration of Hcg, the egg is then retrieved 34-36 hours later. This is where the doctor inserts a long needle through the vagina to remove fluids that contain the mature eggs. This part takes about 20-30 minutes, usually performed as an outpatient procedure and does not require any general anesthesia. Once the eggs has been examined and fertilized by the sperm it is observed for five days before it is then transferred as an embryo to the uterus. After the embryo has been transferred the women is now given the hormone progesterone. This can be given as an injection or through a vaginal suppository. This drug is given to the woman for two weeks and if the implantation is successful a pregnancy test will result in a positive. IVF in the United States can cost for one cycle approximately $10,000 to $15,000. Since many insurance policies don’t cover any type of fertility therapies it is best that couples wanting to do this procedure to check with their insurance companies on what is covered. Currently there are 14 states that require insurers to cover diagnose and some treatments, but even then some policies vary with in the state. If the insurance policy doesn’t cover the treatment the couples alternatively end up paying 100% of the cost up

Folks versus People

Folks versus People Folks versus People Folks versus People By Maeve Maddox Recently I was amused to hear Jon Stewart express bewilderment at George Bushs continued use of the word folks in inappropriate contexts. This is one of many of the Presidents peculiarities of speech that has bothered me for some time. Stewart was referring to this remark in the Presidents July 4 speech: Many of the spectacular car bombings and killings you see are as a result of al Qaeda the very same folks that attacked us on September the 11th. Folks is notat least it hasnt been since Chaucers timean exact synonym for people. Whereas people is a standard word that may be used in any context, folks is a colloquialism with definite connotations. Folks generally suggests a certain warmth and down home flavor. Just as kids is not the most appropriate word to use when talking about young people who have robbed a store and beaten its owner, folks is probably not the best word to use when referring to people who go around blowing up shoppers at the local market or mourners at a funeral. The word folk can refer to a group of people related in some way, either by blood or by occupation. For example, one can speak of farmer folk as well as the German folk. When used to refer to members of a nation, folk usually carries the connotation of the common people. Folklore is the study or body of stories and beliefs of the common people. Likewise folk music is less sophisticated than classical or pop. The adjective folksy implies the relaxed, informal behavior and speech associated with rural people. President Bush, for example, wins many of his supporters by projecting a folksy Texas image that belies his expensive education at an Andover prep school and at Yale and Harvard universities. The word people can mean something other than human beings in general. In expressions like the motto the People rule, people has the sense of the public, all of the people as a political entity. The phrase you people is sometimes used to lump people for criticism, as in You people dont know what youre talking about! or even simply You people! Small mythical humanoid creatures, like leprechauns, may be called either the Little People or the Little Folk. In addition to being the most usual noun for human beings considered collectively, people can also be used as a verb meaning to populate or give birth to more human beings: According to the Hebrew Book of Genesis, Adam and Eve peopled the earth with their descendants. Unlike my folks which means my family members, the expression my people seems to mean people who work for me or people who look out for my interests. Only time will tell what finally happens with folks. Heard frequently enough, nonstandard usage comes to sound right. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:When to Use â€Å"That,† â€Å"Which,† and â€Å"Who†The Four Sounds of the Spelling OUHow to Write a Proposal

European Treaties Case Study Example | Topics and Well Written Essays - 1500 words

European Treaties - Case Study Example Lisbon retains the present categories of legislative acts (regulations, directives, decisions), rather than using the categories of framework decisions, decisions and conventions in the Constitution5. The Lisbon Treaty also says explicitly, for the first time, that a country has the right to leave the European Union, something that has always been so under international law, but which has not been formally stated in a European Treaty before. In so doing, the Member States of the European Union have created the largest, and indeed the only, voluntary multinational democracy in human history6. Another major change is the procedure for conferring jurisdiction on the European Union courts to rule on patent disputes between private parties would, in the Reform Treaty, remain (as at present) unanimity in the Council and national ratification, whereas the Constitutional Treaty provided for qualified majority voting in the Council and co decision with the European Parliament7. The provisions for an 'emergency brake' on certain criminal law measures (allowing a Member State to block decision-making on criminal procedure or substantive criminal law, where voting will take place by a qualified majority) would be altered to make it explicit that European Union leaders must act by consensus if the issue is referred to them. The provision on social security for migrant workers, which would also be made subject to qualified majority voting and which also contains a similar emergency brake, would be altered to provide that European Union leaders could decide not to take action on a proposal; a declaration would also confirm that the EU leaders must act by consensus if the issue is referred to... Treaty Of Lisbon: Amendments to the treaty on European Union, House Of Commons Library, 24th January 2008, retrieved on 12th January 2009. Hilary White, Ireland to Hold Second Lisbon Treaty Referendum: Prime Minister Confirms, Lifesitenews.com, 22nd December 2008, retrieved on 13th January 2009. http://www.lifesitenews.com/ldn/2008/dec/08122202.html

The Girl in Hyacinth Blue in Manhattan Essay Example | Topics and Well Written Essays - 750 words

The Girl in Hyacinth Blue in Manhattan - Essay Example The shower, too, was carpeted-a special type of water-proof carpeting. And finally, the walls were carpeted-water proof and dirt-proof. Across from Myra mounted on the wall was a painting of a young girl in blue; she was given the painting as a gift from a customer, and when faced with the dilemma of where to place it, she decided the bathroom would be best. It's the only time she sat down for more than a minute, after all. Myra was always busy. Her work followed her from the office back to her small apartment. She was an inventor. Her larger efforts involved magnetizing roads and cars, but she could also be credited with the invention of the water-proof carpeting that covered her bathroom, and many others across the city of New York. The bathroom was something of a lab to Myrna, and she was constantly testing out new ideas for carpeting. She was fiddling with a few new ideas currently, none of which were fully complete. Carpeting, it must be understood, was essential in Manhattan. New York was a hard city, and especially welcome to something that would round the corners of its acute, looming skyscrapers. The Hudson River has swelled so much, too, that water-proof anything was sure to be a best-seller. After a solid two hours of sleep, Myra awoke to the shoes of the little girl in the painting. She had somehow fallen asleep on the bathroom floor. Something about the girl in blue was so comforting. Perhaps that was why she placed it in the bathroom. But the girl is not herself surrounded by carpeting. How, Myra thought, could she be so at ease in a room full of jagged, hard edges What was protecting her Perhaps she was painted in a time far less dangerous, Myra reasoned. Myra brushed her teeth and left for work wearing the same thing as the day before, with childhood and comfort on her mind. The skies today were as unforgiving as a mother bear protecting her cubs (simile). It seemed that any small move could provoke hostility, could open the skies to let down floods not unlike those of the Hudson. It was cold and harsh, like the corners of the high rise steel buildings sprouting up all around Myrna (simile) on her walk to work. Cars now outlawed in Manhattan, streets were narrowed, leaving room for more and more buildings to be built. Myrna took her pocket-umbrella out and laughed to herself at fate of a once environmental friendly mandate given way to destruction of a different form. She made her way to her building, a three-hundred story high rise with the sign, "Carpet Your World", lit above the door, surrounded by green water-proof carpeting. There was no grass in Manhattan, only grass-like carpet. Myrna eyed the door; its two handles reached out to her, forcefully inviting her to enter (personification) the bane of an office lying a short distance beyond the doors. Not today. Today was not a day for working. Myrna kneeled down, picked an artificial flower from the bed of carpeting, and turned towardwell, anywhere except the office. Walking several blocks, Myrna stopped at the gate of Central Park. Paved over fifty years ago with cement, Myra's company had succeeded in carpeting the entire park in its latest faux grass line, like the green carpeting in front of her office building. The rain had stopped momentarily, and she lay down beside a large, comforting, artificial maple tree. Staring up into the sky, Myrna's thoughts fell on the painting in her bathroom. Outside of

Sardar Vallabhbhai Patel Essay Example for Free

Sardar Vallabhbhai Patel Essay All throughout the history of our great nation, there have been many leaders who left their mark with their invaluable contribution. I could very proudly name many such leaders starting from our very own â€Å"Bapu†, or Chacha Nehru or Netaji Subhash Chandra Bose. But one such great leader whom I would like to talk about today was arguably the most powerful leader who followed the footsteps of Mahatma Gandhi and gave shape to form ONE robust union from numerous small big princely states. The robust union whom we call â€Å"INDIA† – our great nation. He was the architect to bring unite people from Kashmir to Kanyakumari and from Junagadh to Guwahati to form our great nation. Respected Teachers Friends, I am talking about none other than The Iron Man of India, who was called as â€Å"SARDAR† respectfully by everybody although his real name was Vallabhbhai Jhaverbhai Patel. He was born on 31 October 1875 in Nadiad, British India. He was a lawyer by profession before he joined the congress under the leadership of Mahatma Gandhi. He and Bapu were the best of friends. He fought relentlessly the freedom struggle with Mahatma Gandhi and made his presence felt during the non co-operative movement. He went on to become the president of Congress Party and led the freedom struggle aggressively under the guidance of mahatma Gandhi. Just before independence he stepped down from the post of president at the request of Mahatma Gandhi, although all state units of the Congress Party wanted him to continue. He was the strong leader who picked up the challenge of integrating all princely states and territories including difficult one like Hyderabad and Junagadh and form our great nation. He became the first Home Minister of Independent India and he is still considered to be the best Home Minister ever. Apart from his political victories he also empowered the poor milk f armers from Anand Region who were getting exploited at the hands of middleman cartels. He showed them the path to form a CO-Operative society which will buy, process and sell their milk at fair price which can bring prosperity to their life. That CO-Operative movement went on to become the biggest Indian Brand in the world for food products the Brand which we all know as AMUL The seeds of amul were sawn by our very own Sardar. After suffering a massive heart attack (his second), he died on 15 December 1950 at Birla House in Bombay. His death is a huge loss to the Indian Society.

Looking Out for Future Pain :: Pain Health Medical Essays

Looking Out for Future Pain Pain is a method used by the body to interpret the outside world. Our skin is covered with sensory neurons that are responsible for acquiring information about the body's surroundings (6). Some of the nerve endings involved in the pain sensing process are called nociceptors (6). Most of the sensory receptors and nociceptors come from an area near the spinal cord (6). The information from the sensory neurons is sent through intermediate neurons and is passed onto the motor neurons that are involved in a physical movement, or are sent to the brain (1). In the brain, the information is interpreted and behavioral and emotional reactions are created (6). The definition of pain used by the International association for the Study of pain describes it as a sensory or emotional interpretation that is produced when there is the potential or actual occurrence of tissue damage (2). Adults are able to verbalize the intensity of their pain and can help monitor the effectiveness of treatment when there is damage to the body tissue. How can adults interpret the pain in infants who cannot verbalize their experience? What concerns should we have when treating tissue damage in babies? What about the damage treatment of babies inside the womb? It has been noted that a newborn has sensory nerve cells that have a greater respond rate than an adult (4). With sensitive sensory nerve cells, the spinal response to a stimulus is also increased and lasts for a longer period of time when compared with an adult (4). The appearance of these sensitive nerve cells is found on a larger portion of a newborn's skin when compared with adults (4). These sensory areas are called receptive fields (4). The receptive fields help the nervous system keep track of where the stimulus was received (4). With a larger receptive field, babies are unable to pin point the exact location of the stimulus (4). Since newborns have very sensitive sensory nerves, the same response is produced to any stimulus without regard to the intensity (4). A newborn may react in the same way to a pinch as to a soft touch (4). The newborn will respond to non-harmful experiences as if they were potentially harmful (4). Questions have been raised about the level of sensation that the fetus itself undergoes when using surgery to address abnormalities in a fetus (1).

Chapter One: Introduction

United States of America, with its rich history of immigrants, is a land of diverse cultures and civilizations. Classrooms have students from many different racial and linguistic groups like White Americans, African Americans, Caucasians, Hispanics, Vietnamese etc. According to the various analysis done by the National Centre for Educational Statistics, the academic performance of the minorities continue to be below standard. Illiteracy or poor schooling background is a common phenomenon not only in rural areas but also in urban areas in many Latin American countries. Although there has been a rise in the number of such students being enrolled in public schools, but as a group they have the lowest level of education and highest dropout rate. Let’s view the present status of the Hispanic students. They make up 15% of the elementary school-age people and will possibly comprise 25% of the total school-age population by the year 2025. It is noticed that over past 20years, their enrollment have risen by 150 %( U.S. Department of Education, 2000). The U.S. Hispanic population is varied in terms of their countries by birth, economic and social status, language skills, family background and education. They have different academic needs as well. They make up 75% of all the students enrolled for limited English proficiency program (LEP), including English as second language program (ESL) and bilingual educational program. As for their academic achievements, the 1996 National Assessment of Educational Progress (NAEP) shows that 17 year old Hispanic students were quite below in comparison to other White students in science, mathematics and reading (National Centre of Educational Statistics, 1996). It also brought to light that their drop out rate was very much high as compared to other minority groups and ranked lowest in the comparison of high school completion rate. Furthermore, Baker & Hakuta (1998) state that the number of English language learners (ELL) in the U.S. has grown dramatically in the last decade. According to a 1991 national study, over 2,300,000 students in grades K through 12 are English language learners. This number has grown by over 1,000,000 since 1984. The majority of these students are Spanish-speakers (73%), followed by Vietnamese-speakers (3.9%). Because of the overwhelming proportion of ELL students is Spanish speakers, the issue of bilingual education is largely a Latino one. No other language group makes up more than 4% of limited English proficient students. This fact makes education a complicated issue for language minority students with low socioeconomic status. Most educators and school administrators in American classrooms overlook that English language learners with minimal formal schooling have difficulties managing information input, organizing learning material, following verbal and written instructions, and processing large chunks of new language. Thus, the findings of Ramirez (1991) indicate that Latino students who received sustained L1 instruction throughout elementary school have better academic prospects than those who have not received instruction in their first language or those who received instruction only in English. Consequently, first language illiteracy in Spanish speaking students has negative consequences in the United States as it retards economic and social development. According to the 1993 U.S. Census Bureau, many Hispanic children living in the United States are likely to be from lower socioeconomic backgrounds, particularly those whose families have recently arrived and are depending in minimum-wage jobs. Approximately 40% of Hispanic children live in poverty, compared to the 13% of non-Hispanic white children (Holman, 1997). Similarly, data from the 2003 U.S. Census Bureau shows that 58.4% of Hispanic students have completed high school level compared to 85.8% of White and 80.6% of Black population. Eighty percent of ELL are poor and most attend schools where the majority of students also live in poverty and are English language learners. Such schools are poorly maintained due to lack of funds and fail to provide technologically updated class room environment and well qualified teachers. Poverty and socio economic status have many implications for educational achievement on Hispanic students. For example, parents' income levels and parents' educational achievement is highly linked to that of their children's. They belong to families where the parents themselves are not educated, and therefore lay less importance to schooling and education of their children. Inadequate participation by parents in their child’s education has many other reasons too. They have less time to spend with their family due to heavy load of work taken up to make both ends meet and inability to communicate in English themselves Lack of proficiency in English is another important hurdle for Hispanic students. This is assumed to be the major reason why they fail to graduate from the high school. In typical classrooms, Hispanic students fail to understand the course taught due to the inability to understand the medium of instruction. Thus, their performance always remains low and at times such negative educational experience acts as a reason for their early dropouts and absenteeism .There are various programs installed for teaching English as second language (ESL) in schools yet the dropout rate is on a rise. Terrence (1997) says that state and federally funded bilingual education programs reach only a fraction of eligible students. Three quarters of limited English proficient students receive ESL instruction, while only one-third to one-half of these students receives any instruction in their native language. After working with ESL Hispanic students 9-12 grades at Vance High School in Charlotte, NC for two years, I became aware of the academic underachievement some students were experiencing even after being in the same grade in some cases for up to three consecutive years. Even though the teachers, administrators have put in a lot of effort, but their situation doesn’t seem to be improving. This scenario touched me very much and i developed a particular interest in finding out the causes behind their failures in the classroom and the methodologies which could be implemented to improve the situation. My research will examine and analyze in depth the weaknesses these students bring to the classroom based on the causes of their illiteracy. In addition, I will describe the negative effects of illiteracy in relation to the alarming increase of the growth of Hispanics in the U.S. It is worthwhile to cite Huntley (1992) as she says, â€Å"The problem of illiteracy seems to be increasing and programs to remedy that situation are still inadequate.† Spanish speaking students are not well versed in their native language. Most of the programs already being used don’t stress the importance on reducing first language illiteracy. This in turn has a great influence in learning English as a second language. Illiteracy in the first language causes hurdles in learning a second language. Polishing the first language itself will support and ease the process of learning a second language. There are basically four types of literacy in the first language (L1), which has an impact in English learning (Huntley, 1992). These include literate learners, semi-literate learners, non-literate learners and pre-literate learners. Such kind of L1 literacy backgrounds are usually overlooked by teachers. This research explains the different levels or types of illiteracy in detail and their relative importance in learning English as a Second language for Spanish speaking students. One can say that learning a second language is hard, but it is even harder when there is a lack of literacy skills in the first language. McGee (1978) says, â€Å"We acknowledge that being an adult learner is difficult, that being an adult second language learner is even more difficult, and that being a pre-literate adult second language learner must be nothing short of a painful situation.† Difficulties arising in an individuals' second language learning cannot be properly understood without simultaneous attention to the socio linguistic and socio cultural framework within which learning a second language is occurring. Another major cause of illiteracy in Hispanic students in the United States is attributed to the rate of dropout; this document includes an analysis of a study done by Crawford & Egemba (2003), about the factors that contribute to abandon school on Hispanic students of grades 9-12. They based their analysis on demographic factors, academic ability, family background, school experiences and social influence factors. The variables in this research include academic ability, family socioeconomic status, student gender, employment status, repeating a grade, citizenship status, English proficiency, truancy, urbanicity, gender, friends’ and siblings’ status, substance use, and pregnancy/fatherhood. It is also noticed that the drop out students eventually take part in criminal activities. According to Cassel (2003), â€Å" Today in America one million of the two million prison inmates are high school dropout students and the primary reason for their dropping out of school is a general lack of personal development† (p. 1). This shows how much of a serious issue this ESL drop out learners pose. In addition, this part describes the alarming statistics of Hispanic youth as the fastest growing minority segment in America. It is since 1960s, that many researches have been done to identify the main causes behind such a high drop out rate of Hispanic students. The researches were based on the logic that once the core issue is identified, it would become lot easier to devise measures to resolve it. This theory was termed as deficit theory and has guided much work in this field. The theory assumed that the cultural differences were a reason behind their academic failures. However, in 1970s the trend shifted and many more reasons were highlighted and worked upon. Many researches have been carried out to see what will prove helpful in improving this scenario. Most of the educators believe that such educational crisis can be dealt with the help of better teachers and teaching methods. My research explores the different methodologies to teach preliterate or limited formal schooling ESL Spanish speaking students grades 9-12. Although there are several programs designed to teach English as a Second Language, they mostly promote the use of English as a media of instruction. Few programs neither consider the capacity for literacy in the students’ first language nor promote the study of the student’s native language. Therefore, it is necessary to take into account that English language learners have different literacy levels and come from a diverse socioeconomic background. The research brings to light what could be effective for improving the situation. It will explain how teachers should be educated about the need and use of various teaching tools, seeing which helps the learning better. Curriculum should be designed in a way that provides equal opportunity for such minority students to read and write. It explains how and why the teachers should understand the cultural difference, and use it positively while imparting education. More resources and effective language teaching practices should be adopted for the students who have limited knowledge of English language. It will prove how the adoption of technologically updated teaching methods may go long way in facilitating teacher in meeting the special learning requirements of such students. This includes the usage of visual aids, computers and multimedia, recorders, audio tapes and language masters while teaching students. It is also important that primary or native language is used for the purpose of instructions. Such method, if adopted, would help in concept development and better understanding. It is only through their primary language that the students will effectively learn how to read and write well. This method will also ensure that students don’t fall behind academically while they learn English. For this the teachers themselves have to be fluent and bilingual. Not only this, they also need to be certified to teach ESL students. Only the possession of certificates like BCC (Bilingual Certificate of Competence) or B.-C.L.A.D. (Bilingual-Cross-Cultural, Language and Academic Development Certificate) makes them eligible to teach such students. Teachers with other certificates like L.D.S. can team up with fully certified bilingual teachers to help such students. Overall, this study underscores the importance of L1 instruction as a crucial tool for illiterate Spanish-speaking students in U.S. schools and the need to master literacy skills in their native language before they acquire a second language in order to achieve academically in the mainstream classroom.   According to Cummins (1981), the capacity for literacy in the first language affects in a dramatic fashion the ability to acquire a second language because metacognitive skills are transferred across languages. For the purpose of this research, I present the two main methodologies Bilingual Education and English-Only instruction and their effects in learning a second language being a preliterate in the native language. In bilingual classrooms, interaction is split between the primary language and English language, whereas, in English-only classes English is the only medium of instructions. Various studies have proved that students in such bilingual classrooms are at various academic and linguistic benefits as opposed to the other method. Especially if such method is used for students in pre-school and lower grade levels. This paper discusses in depth the advantages and disadvantages of both methods of instruction. Eventually, my study shows that good bilingual programs should be designed for illiterate ESL learners so as to provide literacy in native language first, so that the input they provide in the target language is comprehensible for them. Being a very controversial topic, its importance deserves more research to determine the effectiveness of each methodology, considering all the variables and the students’ needs. It also shows that Transitional programs (where primary instruction decreases the more English students learn) or Developmental programs (where primary language instruction continues throughout the entire study program) can be used according to the requirement of the students. This research also shows that parental involvement in a child’s education is of utmost importance. This can be done by meeting parents regularly to discuss the academic progress and performance of their child. Not only this, they should also be convinced to encourage their children for higher studies. This will help in reducing the premature dropouts and may also guarantee higher attainment of education. It was proved through various researched how the lack of involvement was a reason behind early drop outs of such students. Thus, if parents become more aware about their role as their child’s partner in learning, they would themselves become the first teachers of their children. It also shows how government can play their role in improving the situation. It can help in establishing special schools for Hispanics, where the fee structure is affordable. Monetary and technological funds can be provided to such schools. Teaching program there should be designed with special care to address the needs and issues of students. At such schools, proper career guidance should be provided and scholarship programs should be introduced. Moreover, government should allocate more funds for the continued research in this area so that better methodologies can be formulated. But it should be remembered that the success of all of these programs depends upon their proper implementation. Not only this, they need to be monitored and upgraded as and when required. Then only can they help in increasing academic achievements of Hispanic ESL students. Improvement in their situation will allow them to make meaningful contribution towards the society. It will prove helpful in social interaction and boost up their confidence. Not only this, better education would open many earning opportunities for them with which they can improve their economic status. English is an official language through out the nation, and having a good command over it means better position to work in. Moreover, know how of another language brings along with it many intrinsic advantages. Various changes come within one’s personality. It gives a better insight to life, brings about tolerance for different life styles, and gives a better ability to express  well. It provides ability to comprehend other cultures. Second-language skills help in providing maximum enjoyment while traveling as well. However, there have been researchers and educationalists have pointed out few drawbacks of bilingualism. But they in no way outstrip its benefits. Being literate doesn’t only mean to possess the ability to read, write, listen and speak. But it means doing all this to a certain adequate level. Certain educationalists go as far as including the abilities to face and solve daily problems and make some contribution towards the society as important requisites of being a literate person.   Standard for what actually is literacy vary from society to society. Literacy rate determines the standard of living and progression of any state. Thus, it is important for all states to address the educational needs and issues of its minorities so that they add up to the success of the nation. References: National Center for Educational Statistics. (1996). NAEP 1996 long-term summary. Washington, DC. Alexander, D., Heaviside, S., & Farris, E. (1999). Status of education reform in public elementary and secondary schools: Teachers’ perspectives. Washington, DC: U.S. Department of Education, National Center for Education Statistics. Huntley, H. S. (1992). The new illiteracy: A study of the pedagogic principles of teaching English as a second language to nonliterate adults. Unpublished manuscript. (EDRS No. ED356685). Terrence, G. W. (1997). Myths about language diversity and literacy in the United States, SuDoc ED. Miriam, B., Joy, P. (Feb, 2003) Reading and Adult English Language Learners: The role of first Language, National Centre for ESL Literacy Education. Grabe, W., & Stoller, F. L. (2002).Teaching and researching reading. Harlow, England: Pearson Education. Burt, M., Peyton, J. K., & Adams, R. (2003). Reading and adult English language learners: A review of the research. Washington, DC: Center for Applied Linguistics. Fillmore, L.W. and Snow, C.E. (2000). â€Å"What teachers need to know about language.† U.S. Department of Education: Educational Research and Improvement. ERIC Digest No. ED-99-CO-0008 Birch, B. M. (2002). English L2 reading: Getting to the bottom. Mahwah, NJ: Erlbaum.

Basic Steps in Strategic Planning Process Essay

Strategic Planning Model Many books and articles describe how best to do strategic planning, and many go to much greater lengths than this planning response sheet, but our purpose here is to present the fundamental steps that must be taken in the strategic planning process. Below is a brief description of the five steps in the process. These steps are a recommendation, but not the only recipe for creating a strategic plan; other sources may recommend entirely different steps or variations of these steps. However, the steps outlined below describe the basic work that needs to be done and the typical products of the process. Thoughtful and creative planners will add spice to the mix or elegance to the presentation in order to develop a strategic plan that best suits their organization! Step One – Getting Ready To get ready for strategic planning, an organization must first assess if it is ready. While a number of issues must be addressed in assessing readiness, the determination essentially comes down to whether an organization’s leaders are truly committed to the effort, and whether they are able to devote the necessary attention to the â€Å"big picture†. For example, if a funding crisis looms, the founder is about to depart, or the environment is turbulent, then it does not make sense to take time out for strategic planning effort at that time. An organization that determines it is indeed ready to begin strategic planning must perform five tasks to pave the way for an organized process: identify specific issues or choices that the planning process should address clarify roles (who does what in the process) create a Planning Committee develop an organizational profile identify the information that must be collected to help make sound decisions. The product developed at the end of the Step One is a Workplan. Step Two – Articulating Mission and Vision A mission statement is like an introductory paragraph: it lets the reader know where the writer is going, and it also shows that the writer knows where he or she is going. Likewise, a mission statement must communicates the essence of an organization to the reader. An organization’s ability to articulate its mission indicates its focus and purposefulness. A mission statement typically describes an organization in terms of its: Purpose – why the organization exists, and what it seeks to accomplish Business – the main method or activity through which the organization tries it fulfill this purpose Values – the principles or beliefs that guide an organization’s members as they pursue the organization’s purpose Whereas the mission statement summarizes the what, how, and why of an organization’s work, a vision statement presents an image of what success will look like. For example, the mission statement of the Support Centers of America is as follows: The mission of the Support Centers of America is to increase the effectiveness of the nonprofit sector by providing management consulting, training and research. Our guiding principles are: promote client independence, expand cultural proficiency, collaborate with others, ensure our own competence, act as one organization. We envision an ever increasing global movement to restore and revitalize the quality of life in local communities. The Support Centers of America will be  a recognized contributor and leader in that movement. With mission and vision statements in hand, an organization has taken an important step towards creating a shared, coherent idea of what it is strategically planning for. At the end of Step Two, a draft mission statement and a draft vision statement is developed. Step Three – Assessing the Situation Once an organization has committed to why it exists and what it does, it must take a clear-eyed look at its current situation. Remember, that part of strategic planning, thinking, and management is an awareness of resources and an eye to the future environment, so that an organization can successfully respond to changes in the environment. Situation assessment, therefore, means obtaining current information about the organization’s strengths, weaknesses, and performance – information that will highlight the critical issues that the organization faces and that its strategic plan must address. These could include a variety of primary concerns, such as funding issues, new program opportunities, changing regulations or changing needs in the client population, and so on. The point is to choose the most important issues to address. The Planning Committee should agree on no more than five to ten critical issues around which to organize the strategic plan. The products of Step Three include: a data base of quality information that can be used to make decisions; and a list of critical issues which demand a response from the organization – the most important issues the organization needs to deal with. Step Four – Developing Strategies, Goals, and Objectives Once an organization’s mission has been affirmed and its critical issues identified, it is time to figure out what to do about them: the broad approaches to be taken (strategies), and the general and specific results to be sought (the goals and objectives). Strategies, goals, and objectives may come from individual inspiration, group discussion, formal decision-making  techniques, and so on – but the bottom line is that, in the end, the leadership agrees on how to address the critical issues. This can take considerable time and flexibility: discussions at this stage frequently will require additional information or a reevaluation of conclusions reached during the situation assessment. It is even possible that new insights will emerge which change the thrust of the mission statement. It is important that planners are not afraid to go back to an earlier step in the process and take advantage of available information to create the best possible plan. The product of Step Four is an outline of the organization’s strategic directions – the general strategies, long-range goals, and specific objectives of its response to critical issues. Step Five – Completing the Written Plan The mission has been articulated, the critical issues identified, and the goals and strategies agreed upon. This step essentially involves putting all that down on paper. Usually one member of the Planning Committee, the executive director, or even a planning consultant will draft a final planning document and submit it for review to all key decision makers (usually the board and senior staff). This is also the time to consult with senior staff to determine whether the document can be translated into operating plans (the subsequent detailed action plans for accomplishing the goals proposed by the strategic plan) and to ensure that the plan answers key questions about priorities and directions in sufficient detail to serve as a guide. Revisions should not be dragged out for months, but action should be taken to answer any important questions that are raised at this step. It would certainly be a mistake to bury conflict at this step just to wrap up the process more quickly, because the conflict, if serious, will inevitably undermine the potency of the strategic directions chosen by the planning committee. The product of Step Five is a strategic plan! 2 What’s in a vision statement? [From http://www.allianceonline.org/faqs.html] Martin Luther King, Jr. said, â€Å"I have a dream,† and what followed was a vision that changed a nation. That famous speech is a dramatic example of the power that can be generated by a person who communicates a compelling vision of the future. Management author Tom Peters identified a clear vision of the desired future state of the organization as an essential component of high performance. Widely-read organizational development author Warren Bennis identified a handful of traits that made great leaders great. Among them is the ability to create a vision. So, What Is a Vision and How Do I Get One? A vision is a guiding image of success formed in terms of a contribution to society. If a strategic plan is the â€Å"blueprint† for an organization’s work, then the vision is the â€Å"artist’s rendering† of the achievement of that plan. It is a description in words that conjures up a similar picture for each member of the group of the destination of the group’s work together. There is one universal rule of planning: You will never be greater than the vision that guides you. No Olympic athlete ever got to the Olympics by mistake; a compelling vision of his or her stellar performance inevitably guides all the sweat and tears for many years. The vision statement should require the organization’s members to stretch their expectations, aspirations, and performance. Without that powerful, attractive, valuable vision, why bother? How a Vision is Used John Bryson, the author of Strategic Planning for Public and Nonprofit Organizations, states that typically, a vision is â€Å"more important as a guide to implementing strategy than it is to formulating it.† This is because the development of strategy is driven by what you are trying to accomplish, your  organization’s purposes. A mission statement answers the questions: Why does our organization exist? What business are we in? What values will guide us? A vision, however, is more encompassing. It answers the question, â€Å"What will success look like?† It is the pursuit of this image of success that really motivates people to work together. A vision statement should be realistic and credible, well articulated and easily understood, appropriate, ambitious, and responsive to change. It should orient the group’s energies and serve as a guide to action. It should be consistent with the organization’s values. In short, a vision should challenge and inspire the group to achieve its mission. The Impact of Vision John F. Kennedy did not live to see the achievement of his vision for NASA, but he set it in motion when he said, â€Å"By the end of the decade, we will put a man on the moon.† That night, when the moon came out, we could all look out the window and imagine†¦ And when it came time to appropriate the enormous funds necessary to accomplish this vision, Congress did not hesitate. Why? Because this vision spoke powerfully to values Americans held dear: America as a pioneer and America as world leader. In an amazing longitudinal study on goal setting, Yale University surveyed the graduating class of 1953 on commencement day, to determine if they had written goals for what they wanted their lives to become. Only three percent had such a vision. In 1973, the surviving members of the class of 1953 were surveyed again. The three percent who had a vision for what they wished their lives would become had accumulated greater wealth than the other 97 percent combined. Great wealth, a man on the moon, brother and sisterhood among the races of the globe†¦ what is your organization’s vision? Shared Vision To a leader, the genesis of the dream is unimportant. The great leader is the servant of the dream, the bearer of the myth, the story teller. â€Å"It is the  idea (vision) that unites people in the common effort, not the charisma of the leader,† writes Robert Greenleaf in Leadership Crisis. He goes on to write: Optimal performance rests on the existence of a powerful shared vision that evolves through wide participation to which the key leader contributes, but which the use of authority cannot shape†¦. The test of greatness of a dream is that it has the energy to lift people out of their moribund ways to a level of being and relating from which the future can be faced with more hope than most of us can summon today. The Process for Creating a Vision Like much of strategic planning, creating a vision begins with and relies heavily on intuition and dreaming. As part of the process, you may brainstorm with your staff or your board what you would like to accomplish in the future. Talk about and write down the values that you share in pursuing that vision. Different ideas do not have to be a problem. People can spur each other on to more daring and valuable dreams and visions — dreams of changing the world that they are willing to work hard for. The vision may evolve throughout a strategic planning process. Or, it may form in one person’s head in the shower one morning! The important point is that members of an organization without a vision may toil, but they cannot possibly be creative in finding new and better ways to get closer to a vision without that vision formally in place. Nonprofit organizations, with many of their staff and board members actively looking for ways to achieve a vision, have a powerful competitive and strategic advantage over organizations that operate without a vision. Perceptions of Ideal Futures: An Exercise in Forming Vision This section outlines an exercise you may employ to assist your organization in defining its own vision. By using this exercise to develop your organizational vision, you may be better assured that the vision statement that is developed is a shared vision. At a retreat, or even at a board meeting or staff meeting, take an hour to explore your vision. Breaking into small groups helps increase participation and generate creativity. Agree on a rough time frame, say five to ten years. Ask people to think about the following questions: How do you want your community to be different? What role do you want your organization to play in your community? What will success look like? Then ask each group to come up with a metaphor for your organization, and to draw a picture of success: â€Å"Our organization is like †¦ a mariachi band – all playing the same music together, or like a train – pulling important cargo and laying the track as we go, or †¦.† The value of metaphors is that people get to stretch their minds and experiment with different ways of thinking about what success means to them. Finally, have all the groups share their pictures of success with each other. One person should facilitate the discussion and help the group discuss what they mean and what they hope for. Look for areas of agreement, as well as different ideas that emerge. The goal is to find language and imagery that your organization’s members can relate to as their vision for success. Caution: Do not try to write a vision statement with a group. (Groups are great for many things, but writing is not one of them!). Ask one or two people to try drafting a vision statement based on the group’s discussion, bring it back to the group, and revise it until you have something that your members can agree on and that your leaders share with enthusiasm. 3 What’s in a mission statement? [From http://www.allianceonline.org/faqs.html] In just a few sentences a mission statement needs to communicate the essence of your organization to your stakeholders and to the public. For example: At the Developmental Studies Center we develop, evaluate, and disseminate programs that foster children’s ethical, social, and intellectual development. While nurturing children’s capacity to think skillfully and critically, we also strive to deepen children’s commitment to prosocial  values such as kindness, helpfulness, personal responsibility, and respect for others – qualities we believe are essential to leading humane and productive lives in a democratic society. Often, however, organizations want to say more about who they are, what they are doing, and why they are doing it. Therefore, another example of a mission statement format is illustrated by the mission statement developed by the Forest Service. After a brief statement, the Forest Service uses three pages to elaborate its mission, vision, and guiding principles. Excerpts from the expanded statement include: The phrase, â€Å"caring for the land and serving the people,† captures the Forest Service mission. As set forth in law, the mission is to achieve quality land management under the sustainable multiple-use management concept to meet the diverse needs of people. It includes advocating a conservation ethic†¦ Vision: We are recognized nationally and internationally as a leader in caring for the land and service people†¦ Guiding Principles: To realize our mission and vision, we follow 13 guiding principles †¦ Neither approach is necessarily the â€Å"right† one for your organization. What is important about your mission statement is that one guiding set of ideas is articulated, understood and supported by the organization’s stakeholders, board, staff, volunteers, donors, clients, and collaborators. The Need for a Mission Statement In Profiles of Excellence, the Independent Sector lists a clear, agreed upon mission statement first among the four primary characteristics of successful nonprofit organizations. Specifically, the four primary characteristics include: a clear, agreed-upon mission statement a strong, competent executive director a dynamic board of directors an organization-wide commitment to fundraising. The primary importance of the mission statement means that failure to clearly state and communicate your organization’s mission can have harmful consequences, including: organization members can waste time â€Å"barking up the wrong tree† the organization may not think broadly enough about different possibilities if its mission statement is unclear or overly narrow the organization may not realize when it is time to go out of business Finally, the importance of mission statements is summarized quite eloquently by Lewis Caroll through the words of the Cheshire Cat in Alice in Wonderland, â€Å"If you don’t know where you’re going, it doesn’t matter which way you go.† Indeed! What Should Be in a Mission Statement? The following concepts are critical in defining â€Å"who† your organization is: The Purpose Statement The purpose statement clearly states what your organization seeks to accomplish: Why does your organization exist? What is the ultimate result of your work? Purpose statements usually include two phrases: an infinitive that indicates a change in status, such as to increase, to decrease, to prevent, to eliminate an identification of the problem or condition to be changed. An example of a purpose statement is â€Å"to eliminate homelessness.† In defining purpose, it is essential to focus on outcomes and results rather than methods: How is the world going to be different? What is going to change? Thus, the purpose of a mental health counseling agency would never be simply â€Å"to provide counseling services,† for that is describing a method rather than a result. Rather, the purpose might be â€Å"to improve the quality of life† for its clients. The Business Statement This statement outlines the â€Å"business(es)† (i.e., activities or programs) your organization chooses in order to pursue its purpose. Specifically, you must answer, â€Å"What activity are we going to do to accomplish our purpose?† For example, there are many ways to work on the problem of homelessness: to construct housing for homeless individuals to educate the public and advocate for public policy changes to provide job training to homeless individuals. Each of these are different businesses, but they may be different means of achieving the same purpose. Business statements often include the verb â€Å"to provide† or link a purpose statement with the words â€Å"by† or â€Å"through.† For example: â€Å"To eliminate homelessness by providing job training to homeless individuals.† A cautionary note: If the word â€Å"and† is in your purpose or business statement, ask yourselves, â€Å"Are we really committed to both ideas connected by the word† and, â€Å"or have we simply not been able to accept that one idea is more important?† Values Values are beliefs which your organization’s members hold in common and endeavor to put into practice. The values guide your organization’s members in performing their work. Specifically, you should ask, â€Å"What are the basic beliefs that we share as an organization?† Examples of values include: a commitment to excellent services, innovation, diversity, creativity, honesty, integrity, and so on. Values may include beliefs such as: â€Å"Eating vegetables is more economically efficient and ecologically responsible than eating beef.† (Vegetarian Association) Marvin Weisbord writes in Productive Workplaces that values come alive only when people are involved in doing important tasks. Ideally, an individual’s personal values will align with the spoken and unspoken values of the organization. By developing a written statement of the values of the organization, group members have a chance to contribute to the articulation of these values, as well as to evaluate how well their personal values and motivation match those of the organization. The example of a mission statement cited at the beginning of this response sheet includes all three elements of what should be included in a mission statement. To review: At the Developmental Studies Center we develop, evaluate, and disseminate programs [business] that foster children’s ethical, social, and intellectual development [purpose]. While nurturing children’s capacity to think skillfully and critically, we also strive to deepen children’s commitment to prosocial values such as kindness, helpfulness, personal responsibility, and respect for others – qualities we believe are essential to leading humane and productive lives in a democratic society [values]. Below is another example of a mission statement which includes all three elements: The YMCA of San Francisco, based in Judeo-Christian heritage [values], seeks to enhance the lives of all people [purpose] through programs designed to develop spirit, mind and body [business]. In addition to the th ree elements discussed above, you may want to address the following questions in developing your organization’s mission statement: What is the problem or need your organization is trying to address? What makes your organization unique? Who are the beneficiaries of your work? Clearly, the answers to the these questions could be included in the mission statement or added as elaboration of the mission statement. How To Write a Mission Statement There is no formula for finding the wording that best expresses the collective intention of your organization. It can be drafted by one person alone or after input gathered at leadership retreat. The most important issue is that there is consensus on the answers to the questions used in developing the mission statement. One approach is to use time at a board retreat to discuss these questions and find out where the areas of consensus are and where there are differences. There is a â€Å"process† benefit to hashing over an organization’s mission statement as well. In the course of discussion and debate, new members are  introduced to nuances of an organization’s mission and changes in the environment, and old members refresh their understanding of both. As a result, the group will have confidence that the mission statement which emerges (whether it is a new statement or a rededication to the old mission statement) is genuinely an articulation of commonly held ideas. Groups are good at many things, but one of them is not writing. Have group discussions about big ideas and concepts and then let one or two individuals draft and redraft the wording before submitting a reworked version for the group to respond to. It is important to circulate the draft mission statement a few times to board, staff, and other stakeholders. Some consultants advise organizations to also seek an outside opinion from someone unfamiliar with the organization to see how easily the mission statement can be understood. Mix with passion, humanity and an eye on the big picture, and keep refining the mission statement until you have a version that people can actively support. 4 Applying this to the Garfield High School Foundation We need to spend the face time (as suggested in the â€Å"Strategic Planning† section above) to construct the Mission and Vision for the Foundation. In the meantime, here are the Mission and Vision Statements for the school. Garfield High School Mission Statement (from http://www.ghs.seattleschools.org/aboutus.php) To provide a comprehensive and effective educational experience for all students, with opportunities for achievement that encourage skill development, self-confidence and an appreciation of cultural diversity. The school staff will use a variety of approaches in motivating students to: Gain knowledge through critical thinking, exploration, and discovery Contribute their knowledge, compassion, and leadership to society Meet the technological challenges of 21st Century Take responsibility for their personal and educational development Garfield High School Vision Statement: (from http://www.ghs.seattleschools.org/aboutus.php) The vision of Garfield High School is to educate and prepare all students to become successful in class, socially, and in their future

Duke University Lacrosse Team Rape Scandal

Duke University Lacrosse Team Rape Scandal On March 13, 2006, members of the Duke University lacrosse team held a party at an off-campus house and hired two strippers to perform, specifically requesting that they be white or Hispanic. When neither of the two dancers that showed up was white, they apparently became the target of racial slurs by some of the players. One of the dancers later claimed she was raped in a bathroom by three of the team members. Timeline: History and Previous Developments Crystal Mangum Guilty of MurderNov. 22, 2013The woman who falsely accused members of the Duke University lacrosse team of sexual assault was found guilty of second-degree murder  of her boyfriend. Crystal Mangum was convicted of the stabbing death of Reginald Daye in his apartment in April 2011. Crystal Mangum Trial BeginsNov. 14, 2013Testimony began in the murder trial of a North Carolina woman who once falsely accused members of the Duke University lacrosse team of raping her. Crystal Mangum went on trial for the April 3, 2010, stabbing death of her boyfriend, Reginald Daye, in his Durham apartment. Crystal Mangum Indicted for MurderApril 18, 2011The woman who falsely accused three Duke lacrosse players of rape was indicted for first-degree murder by a Durham grand jury. Crystal Mangum was also charged with two counts of larceny in connection with the death of 46-year-old Reginald Daye. Crystal Mangum Arrested in Boyfriends StabbingApril 3, 2011The woman who falsely accused three Duke University lacrosse players of rape was  held without bond in connection with the stabbing of her boyfriend. Crystal Mangum, 32, was charged with assault with a deadly weapon with intent to kill, inflicting serious injury, police said. Duke Lacrosse Accuser ConvictedDec. 18, 2010The woman who falsely accused three Duke University lacrosse players of rape in 2006 was  convicted of misdemeanor child abuse and criminal damage to property, but a mistrial was declared on a felony charge of arson. Crystal Mangum was found guilty of contributing to child abuse or neglect, damage to personal property and resisting a police officer. Duke Lacrosse Accuser ArrestedFeb. 18, 2010The woman who accused three Duke University lacrosse players of raping her at a team party faced multiple charges as a result of an apparent domestic dispute with her boyfriend. Crystal Gale Mangum has been charged with attempted murder, arson, identity theft, communicating threats, damage to property, resisting an officer and child abuse. Duke Lacrosse Players File LawsuitOct. 5, 2007Three former Duke University lacrosse players filed a federal civil rights lawsuit after settlement negotiations with the city of Durham broke down. The lawsuit sought punitive and compensatory damages along with reforms in the way criminal cases are handled by the police department and the prosecutors office. Durham D.A. Mike Nifong DisbarredJune 17, 2007A North Carolina State Bar disciplinary committee voted to disbar Durham district attorney Mike Nifong 24 hours after he announced he would resign his post and an hour after he told the panel he would surrender his license to practice law. All Duke Lacrosse Charges DroppedApril 11, 2007North Carolina Attorney General Roy Cooper said that all remaining kidnapping and sexual offense charges against three members of the Duke University lacrosse team had been dismissed. Duke Grand Jurors Have Second ThoughtsFeb. 7, 2007Two of the members of the Durham, North Carolina grand jury that indicted three Duke University lacrosse team members told ABC that they are not so sure they would vote to indict again. Nifong Faces More Serious Ethics ChargesJan. 24, 2007The former prosecutor in the Duke University lacrosse team case was accused by the North Carolina state bar of more serious ethics charges, including withholding evidence from the defense, lying to the court and lying to the bar investigators. Nifong Picked on the Wrong FamiliesJan. 14, 2007The mother of one of the Duke University lacrosse players says district attorney Mike Nifong picked on the wrong families and would pay for it. Duke Prosecutor Asks Off CaseJan. 13, 2007One day after it was revealed that the accuser in the case changed her story once again, Durham district attorney Mike Nifong asked the state attorney general to appoint a special prosecutor to take over so that he could be recused from the case. Duke Case D.A. Faces Ethics ProbeDec. 29, 2006The State Bar of North Carolina filed ethics charges against Durham District Attorney Mike Nifong for making misleading and inflammatory statements to the press about the three accused players. Rape Charges Dropped Against Duke PlayersDec. 22, 2006Mike Nifong dropped rape charges against three members of the Duke University lacrosse team, but they still faced kidnapping and sexual offense charges in the case. Duke Rape Accuser PregnantDec. 15, 12006Four family members of the woman who accused members of the Duke University lacrosse team of raping her reported that she gave birth, but Mike Nifong said she was not due until February. DNA Tests Contradict Duke Rape AccuserDec. 13, 2006Attorneys for the Duke University lacrosse team players filed a motion accusing prosecutors of withholding DNA evidence that clears their clients. Duke Rape Case Becomes More MuddledOct. 30, 2006Just when you thought the case could not take another strange twist, the second dancer dropped another bombshell on ABCs Good Morning America and the district attorney prosecuting the case admitted during a court hearing that he  never even discussed the facts of the case with the accuser. Second Duke Dancer Refutes Accusers AccountOct. 13, 2006Kim Roberts, the second exotic dancer at the party, said she saw no signs of injury or trauma to the alleged victim, She obviously wasnt hurt ... because she was fine. DA: All Duke Players Potential WitnessesJuly 17, 2006Durham District Attorney Mike Nifong told a judge that every member of the Duke University lacrosse team is a potential witness in the rape case, which  is why he wanted access to their student ID card records and their home addresses. Duke Defense Team Raises More QuestionsJune 18, 2006Attorneys for one of the Duke University lacrosse players raised new questions concerning public statements about the case made by the district attorney, who they said commented on medical records that he had apparently not even seen at that point. Second Dancer: Duke Allegations a CrockJune 9, 2006The second dancer at the Duke lacrosse team party told police when she was first interviewed that rape accusations made by the other stripper were a crock and she was with her the entire evening. Duke Player Heckled in Tense CourtroomMay 19, 2006After one of the Duke University lacrosse team members was verbally accosted by a heckler in the courtroom, his attorney was told by the judge that there would be no speedy trial for their client. Third Duke Lacrosse Team Member IndictedMay 15, 2006A senior captain of the Duke University lacrosse team was indicted by a grand jury on the same charges facing two other team members in connection with a strippers allegations that she was raped. New Duke DNA Results Not ConclusiveMay 13, 2006The long-awaited second round of DNA testing results returned the same results as the first round with no conclusive match to any member of the team. Durham Police Did Not Believe Duke Accuser Duke Players Accuser Claimed Rape BeforeApril 28, 2006 Duke Rape Suspects Suspended, Rooms SearchedApril 20, 2006 No DNA Match in Duke Lacrosse ScandalApril 11, 2006

USS Iowa (BB-61) Battleship

USS Iowa (BB-61) Battleship USS Iowa (BB-61) was the lead ship of the Iowa-class of battleships. The last and largest class of battleship constructed for the US Navy, the Iowa-class ultimately consisted of four ships. Following the pattern set by the preceding North Carolina- and  South Dakota-classes, the Iowa-classs design called for a heavy armament combined with a high top speed. This latter trait allowed them to serve as effective escorts for carriers. Commissioned in early 1943, Iowa was the only member of the class to see extensive service in both the Atlantic and Pacific theaters of  World War II. Retained at the end of the conflict, it later saw combat during the Korean War. Though decommissioned in 1958, Iowa was modernized and brought back into service during the 1980s. Design In early 1938, work commenced on a new battleship design at the behest of Admiral Thomas C. Hart, head of the US Navys General Board. Originally conceived as an enlarged version of the South Dakota-class, the new ships were to mount twelve 16 guns or nine 18 guns. As the design was revised, the armament became nine 16 guns. Additionally, the class anti-aircraft armament underwent several revisions with many of its 1.1 guns being replaced with 20 mm and 40 mm weapons. Funding for the new battleships came in May with the passage of the Naval Act of 1938. Dubbed the Iowa-class, construction of the lead ship, USS Iowa, was assigned to the New York Navy Yard. Intended as the first of four ships (two, Illinois and Kentucky were later added to the class but never completed), Iowa was laid down on June 17, 1940. Construction With the US entry into World War II following the attack on Pearl Harbor, construction of Iowa pushed forward. Launched on August 27, 1942, with Ilo Wallace, wife of Vice President Henry Wallace, as sponsor, Iowas ceremony was attended by First Lady Eleanor Roosevelt. Work on the ship continued for another six months and on February 22, 1943, Iowa was commissioned with Captain John L. McCrea in command. Departing New York two days later, it conducted a shakedown cruise in the Chesapeake Bay and along the Atlantic coast. A fast battleship, Iowas 33-knot speed allowed it to serve as an escort for the new Essex-class carriers that were joining the fleet. USS Iowa (BB-61) - Overview Nation: United StatesType: BattleshipShipyard: New York Naval ShipyardLaid Down: June 27, 1940Launched: August 27, 1942Commissioned: February 22, 1943Fate: Museum ship Specifications Displacement: 45,000 tonsLength: 887 ft., 3 in.Beam: 108 ft., 2 in.Draft: 37 ft., 2 in.Speed: 33 knotsComplement: 2,788 men Armament Guns 9 Ãâ€" 16 in./50 cal Mark 7 guns20 Ãâ€" 5 in./38 cal Mark 12 guns80 Ãâ€" 40 mm/56 cal anti-aircraft guns49 Ãâ€" 20 mm/70 cal anti-aircraft cannons Early Assignments Completing these operations as well as crew training, Iowa departed on August 27 for Argentia, Newfoundland. Arriving, it spent the next several weeks in the North Atlantic to protect against a potential sortie by the German battleship Tirpitz which had been cruising in Norwegian waters. By October, this threat had evaporated and Iowa steamed for Norfolk where it underwent a brief overhaul. The following month, the battleship carried President Franklin D. Roosevelt and Secretary of State Cordell Hull to Casablanca, French Morocco on the first part of their journey to the Tehran Conference. Returning from Africa in December, Iowa received orders to sail for the Pacific. Island Hopping Named Flagship of Battleship Division 7, Iowa departed on January 2, 1944, and entered combat operations later that month when it supported carrier and amphibious operations during the Battle of Kwajalein. A month later, it helped cover Rear Admiral Marc Mitschers carriers during a massive aerial attack on Truk before being detached for an anti-shipping sweep around the island. On February 19, Iowa and its sister ship USS New Jersey (BB-62) succeeded in sinking the light cruiser Katori. Remaining with Mitschers Fast Carrier Task Force, Iowa provided support as the carriers conducted attacks in the Marianas. On March 18, while serving as flagship for Vice Admiral Willis A. Lee, Commander Battleships, Pacific, the battleship fired on Mili Atoll in the Marshall Islands. Rejoining Mitscher, Iowa supported air operations in the Palau Islands and Carolines before shifting south to cover Allied attacks on New Guinea in April. Sailing north, the battleship supported air attacks on the Marianas and bombarded targets on Saipan and Tinian on June 13-14. Five days later, Iowa helped protect Mitschers carriers during the Battle of the Philippine Sea and was credited with downing several Japanese aircraft. Leyte Gulf After aiding in operations around the Marianas during the summer, Iowa shifted southwest to cover the invasion of Peleliu. With the conclusion of the battle, Iowa and the carriers mounted raids in the Philippines, Okinawa, and Formosa. Returning to the Philippines in October, Iowa continued to screen the carriers as General Douglas MacArthur commenced his landings on Leyte. Three days later, Japanese naval forces responded and the Battle of Leyte Gulf began. During the course of the fighting, Iowa remained with Mitschers carriers and raced north to engage Vice Admiral Jisaburo Ozawas Northern Force off Cape Engaà ±o. Nearing the enemy ships on October 25, Iowa and the other supporting battleships were ordered to return south to aid Task Force 38 which had come under attack off Samar. In the weeks after the battle, the battleship remained in the Philippines supporting Allied operations. In December, Iowa was one of many ships that were damaged when Admiral William Bull Halseys Third Fleet was hit by Typhoon Cobra. Suffering damage to a propeller shaft, the battleship returned to San Francisco for repairs in January 1945. Final Actions While in the yard, Iowa also underwent a modernization program which saw its bridge enclosed, new radar systems installed, and fire control equipment improved. Departing in mid-March, the battleship steamed west to take part in the Battle of Okinawa. Arriving two weeks after American troops had landed, Iowa resumed its previous duty of protecting the carriers operating offshore. Moving north in May and June, it covered Mitschers raids on the Japanese home islands and bombarded targets on Hokkaido and Honshu later that summer. Iowa continued to operate with the carriers until the end of hostilities on August 15. After overseeing the surrender of the Yokosuka Naval Arsenal on August 27, Iowa and USS Missouri (BB-63) entered Tokyo Bay with other Allied occupation forces. Serving as Halseys flagship, Iowa was present when the Japanese formally surrendered aboard Missouri. Remaining in Tokyo Bay for several days, the battleship sailed for the United States on September 20. Korean War Taking part in Operation Magic Carpet, Iowa aided in transporting American troops home. Arriving at Seattle on October 15, it discharged its cargo before moving south to Long Beach for training operations. Over the next three years, Iowa continued with training, served a stint as flagship of the 5th Fleet in Japan, and had an overhaul. Decommissioned on March 24, 1949, the battleships time in the reserves proved brief as it was reactivated on July 14, 1951 for service in the Korean War. Arriving in Korean waters in April 1952, Iowa began shelling North Korean positions and provided gunfire support for the South Korean I Corps. Operating along the east coast of the Korean Peninsula, the battleship routinely struck targets ashore through the summer and fall. Departing the war zone in October 1952, Iowa sailed for an overhaul in Norfolk. Modernization After conducting a training cruise for the US Naval Academy in mid-1953, the battleship moved through a number of peacetime postings in the Atlantic and Mediterranean. Arriving at Philadelphia in 1958, Iowa was decommissioned on February 24. In 1982, Iowa found new life as part of President Ronald Reagans plans for a 600-ship navy. Undergoing a massive program of modernization, much of the battleships anti-aircraft armament was removed and replaced with armored box launchers for cruise missiles, MK 141 quad cell launchers for 16 AGM-84 Harpoon anti-ship missiles, and four Phalanx close-in weapons systems Gatling guns. In addition, Iowa received a full suite of modern radar, electronic warfare, and fire control systems. Re-commissioned on April 28, 1984, it spent the next two years conducting training and taking part in NATO exercises. Middle East Retirement In 1987, Iowa saw service in the Persian Gulf as part of Operation Earnest Will. For much of the year, it aided in escorting re-flagged Kuwaiti tanker through the region. Departing the following February, the battleship returned to Norfolk for routine repairs. On April 19, 1989, Iowa suffered an explosion in its Number Two 16 turret. The incident killed 47 crewmen and initial investigations suggested that the explosion was the result of sabotage. Later findings reported that the cause was most likely an accidental powder explosion. With the cooling of the Cold War, the US Navy began reducing the size of the fleet. The first Iowa-class battleship to be decommissioned, Iowa moved to reserve status on October 26, 1990. Over the next two decades, the ships status fluctuated as Congress debated the US Navys ability to provide gunfire support of US Marine Corps amphibious operations. In 2011, Iowa moved to Los Angeles where it was opened as a museum ship.

Comparing Eulers Method with Numerical Methods Thesis

Comparing Eulers Method with Numerical Methods - Thesis Example Nonetheless, differentiation of equation expressing these systems and shapes was noted to be quite complex. Moreover, these equations are only capable of describing extremely large systems and shapes, so pure mathematical analysis on them is quite impossible. The complex nature of these systems led to the usefulness of numerical approximation and computer simulations. Therefore, this paper will analyze Euler’s method in differentiating these complex mathematical equations. Notably, the numerical approximation techniques that are applied in solving the differential equation were thought of and developed long before the existence of the programmable computers. During the Second World War, people (particularly women) used mechanical calculators (in their rooms) to solve differential equations for war purposes. However, the introduction and increase in programmable computers and computer applications have decreased the cost and increased the speed, thereby increasingly easing solv ing the difference equations of complex systems (Kuang and Cong, 2007). For example, laptops can easily compute a long term interjectory of over one million interacting molecules. For about five to ten years ago, this problem seemed inaccessible to even the then fastest analog supercomputers. This essay will introduce the fundamental principle of numerical approximation and relate to geometry and curved surfaces. Thereafter, it will analyze how simple geometric problems can be handled using Euler’s method. Generally, numerical differential equations are always represented in the equation or functions, f. These functions can handle a wider range of ordinary differential equation (ODEs) and partial differential equations (PDEs). A system of ordinary differential equations can contain any number of unknown functions. However, all these functions must be a derivative of a single independent variable, t that is the same for other functions (Kuang and Cong, 2007). On the other hand , partial differential equations often have two or more independent variables. Differential Equations There are numerous ways of solving differential equations. However, there are fundamental equations upon which all other equations are built. The first order system of differential equation takes the simplest order dy/dt = f(y, t) or y? = f(x, y). Where dy/dy represents the change in y with time and f(y, t) is a function of variables y and t. notably, there are numerous notations for the change d/dt. The most common ones include ? and y’. This equation satisfies numerical integration that means computation from initial point y0 (the initial condition) to the other successive conditions y1, y2, y3 †¦ since differential equations cannot be solved analytically, they take an algorithm that computes the function or equation as precise as possible, that is, yn+1 from yn. In some cases, y may be a vector while the evolution equation may be non-linear differential equations. Pro blem Formulation The main theme of this essay is to use first order differential to solve differential equation under certain set conditions. Consider that the fundamental differential equation of the first order of ordinary differential equation is dy/dx = f(x, y) with the initial boundary condition being y(x0) = y0. Approximate the function y(x) over the sample values of xn