Pinay Ako

Pinay Ako â€Å"MANILA, Philippines- The inability of the Philippine economy to produce high-paying  jobs especially for women has pushed Filipinos to marry foreigners as a way to provide for their families, the study Country Gender Assessment by regional lender Asian Development Bank said. † 1 The research that was conducted last 2009 showed an estimate of 300,000 Filipinos of whom 92% are women, are married to foreigners mainly from United States, Japan, Canada, the United Kingdom and South Korea.Pinay ako (translated as I am a Filipina) and I dislike the fact that we are well-known to the world to be gold-diggers –yes, that is how they call us. I never planned nor wanted to be one of them. I remember going to a church that does not support the trending 18-year-old-pinay-marrying-80-year-old-kano2. Unexpectedly, I met Jaimee, 20. My parents and relatives were against us. It is because aside from being too young, Jaimee is a foreigner from Kansas, USA.We have been th rough a lot of troubles and we have prayed and cried so many times to fight for the love. I guess it is true that things that are meant to be will always be. The more they pulled us away from each other, the more we got closer. He became my husband after a year. I am going to be different among typical Filipinas. I have always been ambitious and I think I will always be. Jaimee told me that this is one of the traits that he liked the most in me. If truth to be told, before I met him I never wished for marriage.I wanted to be independent and free. When I was still at university my primary goal was a booming career. I am more of a career woman. I love business. I love office. I actually worked in our family’s small factory and did college at the same time. When I married Jaimee I got new goals in life. First is my promise to be the best wife to him and the best mother to our future children. Second is to make a difference. I am going to be different among typical Filipinas. I a m going to take a stand and become a model and inspiration.

Culture and Special Education Essay

In this paper we concern ourselves with the ways in which schools in general and special education procedures in particular tend to not be successful for those of our students who are from a different culture. (While we focus on Canadian Aboriginals, we also extend our thinking to those children who come from different races, ethnicities, socio-economic backgrounds, etc. ) We outline the stories that have brought us to this place. We then go on to suggest that the adoption of different understandings and approaches could lead to the academic success of children from a variety of different cultures and backgrounds. We conclude with some direction for change. In this paper we, two white educators, concern ourselves with the education of those students of Aboriginal descent who are seen by the school system as special. Our concerns are based on the stories we use to understand ourselves and our actions – stories of mistold history, socio-political issues, racism, the misuse of science – and the ways those stories disadvantage those who are different. Our hope is that we can begin to explore different more hopeful and empowering stories. There are many reasons to be concerned about the existing state of special education, particularly with our Aboriginal students. Currently the following are common; 1. Our special education classes are top-heavy with Aboriginal and disadvantaged students. 2. We tend to focus on the deficits in other children rather than on the possibilities. We could embrace the position of William Glasser (1986): we choose to be whom and what we, and others, believe we are. [1] 3. We do not concern ourselves with the differences brought to school by children from other than the dominant culture. [2] 4. We are asking all small school children to do the pretty much the same thing at pretty much the same time and to meet some arbitrary standard of what they should or should not be able to do. We act despite current research concerning physiology and early childhood experience, which suggests that children are not ready for the same task at the same time. 5. The tests that we give children to determine the reasons for failure at school tasks are fallible and culturally insensitive and subjective. 6. A label tends to freeze a child in the definition attached to the label. 7. We have a tendency to blame the victim or to blame the social background rather than look at ways we can change. Clearly we need to find another way of viewing children and their learning. We are hoping to uncover stories that currently mediate, impair and colonize our special education practices, thereby beginning a dialogue concerning alternative stories of strength, knowing and power. Stories that Get in the Way History Stories Malia Kan’iaupuni (2005) tells us how archeologists and historians have accepted a theory of accidental migration from Polynesia to the Hawaiian Islands to explain a 2200-mile voyage on the open seas. This in spite of evidence to the contrary, which makes it clear that the early Polynesian explorers did indeed have the sophisticated system of navigation needed for a planned and successful voyage. Malia Kan’iaupuni’s point is that the assumption of a people with no learning, no culture, no anything but maybe good luck, made it possible for colonizers to take on – in their own minds – the mantle of rescuer. Iseke-Barnes (2005) is also concerned about the misrepresentation of Indigenous history and science. She wants us to challenge those assumptions that the colonizers found a people in need of saving from their own ignorance. Paulo Freire (1971, 1997) has spent many years studying the impact of oppression on the colonized. In the name of saving a backward people from themselves the colonizers were able to perpetuate acts of cultural genocide and worse. The use of this story continues to impact on how the dominant cultures act out their oppression. History is written by the winner, therefore we need to be highly critical of the history we read. While more blatant misrepresentations of the history of Canada are beginning to disappear, the whole story of colonization is not being told or written or disseminated. Instead, we are still trying to save lost Aboriginal souls. History stories mediate, impair and colonize special education practice, which we will illustrate by describing a socio-political and a scientific rigor story. A Socio-Political Story This is a story of the purpose of education. We suppose schools are places where children are educated. But what are children educated to do or be? Gitlin (2005) gives a disturbing answer to this question: [Public education is] not intended to fill the young of the species with knowledge and awaken their intelligence †¦Nothing could be further from the truth. The aim †¦is simply to reduce as many individuals as possible to the safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States†¦ and that is its aim everywhere else. (p. 22) Many may disagree with this disturbing answer, suggesting that school graduates, for the most part, go on to become productive citizens. But citizenry becomes problematic when referring to Aboriginal peoples – it seems clear that, for the most part, people of Aboriginal heritage do not go on to become productive citizens within the dominant culture. A lack of successful citizenry by Aboriginal peoples seems to justify special education programs that are top heavy with Aboriginal students. But success is politicized. Skovsmose (2005) outlines how schools practice both classic[3] and progressive[4] racism. Such practice allows us as educators not to have to take any responsibility for the failure of the child, as clearly the child brings the cause for his or her weak performance into school. Therefore: Many deficiency theories (theories of the deprived child) follow the approach of racism in explaining away the socio-political dimension of school performances, by privatizing and personalizing the causes of such performance. (p. 5) So: The epistemic interpretation of learning obstacle is not the only one possible. However, processes of exclusion in education can be dressed up in such a way that their political dimension becomes hidden and ignored. It could appear that exclusion is not imposed on students. Instead, exclusion may appear as a consequence of some students’ so-called low achievement. (p. 4) He goes on to say that this leads to a particular way of organizing teaching/learning processes in ways that prevent students from acting like learners. In other words our story leads to actions that support the story. A Scientific Story A scientifically rigorous story dominates special education practice. The story, in brief, is that learning disability can be attributed to biological and environmental factors. Current models of abnormality are often based on the premise that a person will have a biological disposition toward a disorder, but that the presence of a disorder will also depend on environmental factors (Wortman, Loftus, & Weaver, 1999). Brain function consists of biological processes involving genetic tendencies, chemical levels and electrical activity. Normal brain function can be delineated according to normal biological processes. In other words, we assume that learning disability is at least partially caused by excessive deviation from a normal range of biological processes. These biological processes can be measured in terms of genetic profiles, chemical levels (e. g. , hormones found in blood) and electrical levels in the brain. Hence, it is assumed that learning disability can be measured using physiological properties of the brain. These ideas are supported by a dominant scientific culture, where scientific evidence generates facts that cannot be refuted. Special education for children of Aboriginal heritage has been colonized by this scientific rigor story. In schools, we identify learning disabilities as follows: A teacher identifies a student who appears to be struggling, and refers the student to a team of specialists. The specialist tests, diagnoses, labels and sets out a remediation program. The teacher implements the program. It seems like a perfectly reasonable system of trying to help those with disabilities, based on scientifically rigorous knowledge. But the story is flawed in three ways. First, the story of scientific rigor is told by a dominant culture. The colonizers write the books of knowledge, thereby attempting to establish without doubt what is true and what evidence is required to make a truth claim. Culturally laden epistemology certainty invades special education. For example, based on research literature generated by the dominant scientific culture, there is currently little scientific evidence to support a biological cause or disposition for most disorders of the brain (Wortman, et. al. , 1999). It is assumed that biological roots exist that accurately captures a disability label. There is no scientific rigor in labels. The assumptions have pervaded special education and are taken as scientific fact. This is a writing of special education knowledge by colonizers. Second, this scientific rigor story is based on behaviour and biology, while special education practice is based solely on behavior. Teachers, resource teachers, special education consultants and school psychologists base their labels on observing behaviour. Medical technologies are not used to detect genetic make-up, chemical levels or electrical activity in the brain, generating a diagnosis based on deviations from a normal range. We assume that our interpretation of behavior correctly identifies mental disability. But as we are caught inside stories that get in the way, we should not accept our interpretations of behaviour without question. Third, this scientific rigor story is enacted in contradictory ways. To see the contradiction, we need to set the stage by describing physiological and behavioural evidence generated by scientific research. Studies of the physiology of the forebrain and hindbrain have shown that the slow processing of learning cannot occur during a moment of fear (Kalat, 1988). Based on this physiological evidence, educators might wonder about school and classroom environment. If a child is afraid, or afraid to learn, then they will not learn. Researchers have found connections between emotional states and learning (Zimbardo & Gerrig, 1996). Evidence of a connection between learning and emotion is accumulating to such an extent that there is a branch of psychological and educational research concerning emotional intelligence (EQ). For example, researchers have found correlations between EQ and ability to learn (Goleman, 1998). It is concluded that emotions should be nurtured as part of intellectual growth. Moving from physiology to behaviour, psychologists have found evidence to support a strong connection between emotion and behaviour. Notable among this research is Glasser’s (1986) claim that as learners we need to have the mental image of ourselves doing that task, we need to know we can do it. For children if we firmly believe that a child could do something and bring them to the same belief, then learning previously thought impossible takes place. We suspect other teachers, based on their personal experiences, have similar beliefs concerning the potential of children to learn. Coupling the physiological and behavioural evidence above suggests that a label is as much responsible for a child’s learning success as any other biological or environmental factor. The stage has been sent for noticing a contradiction in the scientific rigor story within special education. We are colonized to believe the scientific truth that disability is biological and behavioural. Hence, we label disability in hopes of solving the problem. But the same scientific culture generates the truth that labeling at least partially causes the behaviors associated with a disability. We label behaviour, not noticing that our stories mediate, impair and colonize our interpretations of behaviour. Conceptualizing Change There is no doubt in our minds that we are working with the best of intentions. We are not setting out to further disadvantage those who come to us from already established positions of disadvantage – impoverished backgrounds, different cultures, stressed families. We are doing the best we can with the knowledge and resources we have. What gets in our way is lack of imagination. We assume that the way we do things is the way to do things. We may be comfortable with some tinkering. But we see ourselves as educated people who are neither racist nor biased, and who are working in a good system, but with damaged and/or deficient people – this story concludes that systemic changes are not required. We have a rigid educational system that states that success is measured in yearly doses and in each of those years students are expected to master a particular body of knowledge. It is an expected linear progression to success. Certain cultural imperatives are in place so that children from the dominant culture will more likely be successful. If you are not successful you are treated. The process of treatment takes away from your sense of competence as a learner, particularly in the school setting. Here we want to become specific. The focus of this paper is on the teaching of Aboriginal learners, and what stops us from being successful. The linear model used in our factory model schools gets in our way. The assumption that we have the one right way gets in our way. History gets in our way. Racism gets in our way. Scientism gets in our way. We are not noticing alternative stories. Previously we wrote (Betts& Bailey, in press) about using a different metaphor for education, one that was not linear. We suggested that we use the metaphor of fractal geometry (and all that means in terms of quantum mechanics and chaos theory). In fractal geometry the smallest part is a reflection of the whole. For example a twig is really a little tree. In Aboriginal cosmology the basic unit is the Medicine Wheel, by definition a circular model so nothing is more important than anything else, all is of equal value. Each member of the community is an essential part of the whole. Earth, flora, fauna, human are all part of the circle of life required for existence. Education was a part of the whole, an on-going component of life (Courtney, 1986, Graveline, 1998, Regnier, 1995). We illustrated that a non-linear and holistic story of education was tell-able within ultra-modern Western thinking and within the ancient wisdom of Aboriginal cosmologies. We saw with alternative stories. To see education for children, all of whom are special, rather than special education, as non-linear and holistic seems a place to begin. We also see that a starting part is not enough to catalyze change. It is clear to us that the foreground must be that Aboriginal peoples have been and are oppressed and colonized. We do not need to go into the history of the subjugation of an entire race practiced over the years by the European colonizers. We all know the steps that were taken to destroy any vestige of the civilization that was in place at the time of contact. We get confused as to what to do about it now. After all, it was our ancestors, not us. [5] We see what we are doing now in schools as an extension of that destructive process. Our governments are slowly beginning to allow for the full participation of Aboriginals in our world. But in many small and highly destructive ways we continue to contribute to the marginalization of that population. The world of special education is one place where we continue to do so. Knowing that a high proportion of the identified special population is Aboriginal, we continue to act as we always have, even in the face of evidence that the actions we take are not effective. Paulo Freire (1971) suggests that it takes several generations for a culture to overcome the impact of oppression. Certainly we can see the truth of that statement as we watch many colonized peoples re-learn how to care for and govern themselves. In Canada, Aboriginal peoples are slowly, and over generations, learning how to be who they are, and to be successful in both cultures. This will not happen quickly, but it will happen surely. In the meantime there is no question that our Aboriginal population is dealing with serious problems and some of those impact on the ability of their children to learn, especially using the mores of another culture. Our typical reaction as white educators is to want the Aboriginals to change. All would be right if only kids would come to school and on time. All would be well if their parents would stop drinking. All would be well if so much money wasn’t being squandered on band council trips to Las Vegas. All of which may be factual, but does not excuse us from doing what we can to better the situation for the special children. The current reality of an oppressed population does not give us the right to blame the victim. Rather, as Skovsmose points out: †¦Ã¢â‚¬Å"meanings of learning,† â€Å"meanings for students,† and â€Å"each student’s meaning production† must be investigated and interpreted with reference to the dispositions of the student (including their background and foreground). Meaning production takes place in terms of what the students see as their opportunities, including motives, perspectives, hope and aspirations (p. 8). Therefore in conceptualizing change we of the dominant culture need to place that conceptualization in hands other than ours, in the hands of those who know and honour their unique history and ways of being, who can best find the organic ways of empowering themselves and their children. Having said that we do have some notions of what white educators can do. 1. Overcome our own racism. Get facts and information. Use our intelligence and face ourselves. 2. Accept the conditions. Things are as they are. Oppression has happened. It will take, according to the Bible and past experience, seven generations for the sins of the fathers to be expiated. In the meantime we have been given the task of teaching the children of oppression. What changes can we make to be more successful at that task? 3. Resist labels. Resist the push to find something wrong with the victim, rather change how we do things, how we approach the task. 4. Give our special kids the confidence to learn. Teachers are in positions of authority. Children really do think we know what we are talking about. If we consistently make it clear to children that they are capable of succeeding at the tasks we give them, sooner or later they will believe us. But first we have to genuinely believe that what we say is true. We cannot be faking it. From there we need to practice power-with rather than power-over. [6] 5. Thus we give our special kids the power to learn. We work with them so that they are taking charge of their own learning; we give them agency. This is a difficult task for us to undertake. It means giving up some control, it means not taking the linear approach that gives us comfort and assurance through its familiarity. But difficult is not impossible. 6. Above all be patient. We are not going to get it perfect ever, but we will get better at working with rather than doing to, and the students will get better at taking responsibility and determining what they need to be successful. [7] 7. Then celebrate when a child tells you that they can finally do it because no one ever told them they could before. Maybe the best suggestion we found came from a Native Hawaiian educator, a member of a population that is also dealing with the fall-out of oppression. Malia Kan’iaupuni (2005) strongly advocates for using the heritage and knowledge of the children’s culture: As others before me have done, I end by calling for a new framework that brings to the fore Native Hawaiian strengths that have been too long misinterpreted, misrecognised, and undervalued. (p. 32). In his work he makes a convincing argument for strengths-based education, for using a structure that by definition builds on the knowledge and strengths the children bring into the classroom and at the same time begins to change the socio-political conditions. First let’s be clear that by strengths based, I do not mean glossing over problems in favour of a rosy picture. Strengths-based research, in my view, begins with the premise of creating social change. In contrast to the expert-driven, top-down approach assumed by deficit models, it means treating the subjects of study as actors within multi-layered contexts and employing the multiple strengths of individuals, families and communities to overcome or prevent difficulties. It is also about empowerment, where the purpose of strengths-based research and evaluation is to benefit the people involved in the study by giving them voice, insight, and political power. †¦ As such it means empowering communities. (p. 35) It would seem obvious that such could be done here for those children who are the fruits of colonial oppression. The work of understanding, telling different stories and taking action continues. Conclusion We are not naive. We know that the process of labeling is the result of the need for funding. We know that with classrooms of more than 20 that kind of individual attention is very difficult. We know that you will be surrounded by administrators, other teachers, parents, even the special children who will tell you to get the testing done and treatment program in place. We know that in the process of de-colonization the oppressed can take on the qualities of the oppressor. But we can become resistors, working with a sure knowledge that we know what doesn’t work and that it is way past time to try something radically different. It is clear that the past hundred years or so of schooling directed at Aboriginals has not been a big success. Indeed rather than educating Aboriginals to be successful in the dominant culture, we have an abysmal history of abuse and cultural genocide through education. Many of the abuses of the past are in the past. However, with kindness and deep concern we are using the special education system to continue to marginalize and discredit a large number of Aboriginal children[8]. We are suggesting that maybe things could be better. References Bishop, A. (2002). Becoming an ally: Breaking the cycle of oppression. Fernwood Publishing; Halifax Bloom, B. (1981). All our children learning: A primer for parents, teachers and other educators. McGraw-Hill: New York. Courtney, R. (1986). Island of remorse: Amerindian education in the contemporary world. Curriculum Inquiry, 16(1), pp. 43-65. Freire, P. (1971). Pedagogy of the Oppressed. Herder and Herder: New York Freire, P. (1998). Pedagogy of Freedom. Rowman & Littlefield: New York. Gitlin, A. (2005). Inquiry, imagination, and the search for a deep politic. Educational Researcher 34 (3), pp. 15-24. Glasser, W. (1986). Control theory in the classroom. Harper and Rowe: New York. Goleman, D. (1998). Working with emotional intelligence. New York. Bantam Books. Graveline, F. J. (1998). Circle works: Transforming Eurocentric consciousness:Halifax: Fernwood. Iseke-Barnes. J. (2005). Misrepresentation of Indigenous history and science: Public broadcasting, the internet, and education. Discourses: studies on the cultural politics of education 26 (2), pp. 149-165. Kalat, J. (1988). Biological psychology (3rd. ed). Belmont, CA: Wadsworth. Malia Kana’iaupuni, S. (2005). K’akalai Ku Kanaka: A call for strengths-based approaches from a Native Hawaiian perspective. Educational Researcher 34(5), pp. 32-37 Regnier, R. (1995). The sacred circle: An Aboriginal approach to healing education at an Urban high school. In M. Battiste & J. Barman (Eds. ), First nations Education: The Circle Unfolds (pp. 313-330. (Vancouver: UBC Press) Skovsmose, O. (2005), Foregrounds and politics of learning obstacles. For the learning of mathematics 25 (1), pp. 4-10. Wortman,C. , Loftus, E. , & Weaver, C. (1999). Psychology (5th ed. ). New York: Harper Collins College. Zimbardo, P. & Gerrig, R. (1996). Psychology and life. New York: Harper Collins College. ———————– [1] Bloom (1981) believes that the intellectual potential of all students is pretty much the same. The difference is in history. Malia Kan’iaupuni (2005) is concerned that if you focus on a deficit-based approach to education then you often miss the expertise that exists in communities and families, viewing instead outside experts as the only ones capable of â€Å"fixing† our problems. [2] Including Aboriginal, Black, Hispanic, recent immigrants and the poor. [3] Classic racism assumes that the obstacles to learning are to be found in the child. [4] Progressive racism assumes that any weakness in the child is the result of social background. [5] In July 2005, the descendants of the colonizer who razed an Indian village at Clyaquot Sound returned to the village to apologize for the deeds of their forefathers. [6] Anne Bishop in Becoming an Ally: Breaking the Cycle of Oppression (2002), explicates the difference between power-over and power-with, although we tend to think the concept is somewhat self-explanatory [7] Children also fall into the patterns of self-excuse – I have already been told that I can’t read so why would I work at it. Don’t you know I can’t do that. [8] We do believe that this is the case with all children designated special needs. We may not have the answers but we are pretty clear that we do have a considerable problem that we are not prepared to look at squarely.

Winter Poetry – Skating at Night William Wordsworth

Wordsworth shows a positive fond memory of winter that is personal to him. He gives a feeling of excitement by using ‘and'. Also he shows how noisy it is by using ‘bellowing' and ‘not a voice was idle'. Even though it was cold Wordsworth would rather be outside with his friends then inside: ‘I heeded not the summons. Wordsworth also wants excitement and freedom: ‘Proud and exulting'. He likes to play games with his friends, like a native foxhunt: ‘Games confederate of the chase' He uses similes and metaphors to show he is exhilarated and has loads of energy: ‘Untired horse' and ‘the resounding horn'. Wordsworth has used onomatopoeia and alliteration to show the effect of speed: ‘We hissed along' and ‘The pack loud bellowing' speed is also shown by using the word ‘flew', the simile ‘Tinkled like iron' shows the brittle side of winter. Wordsworth uses the word ‘melancholy' to show that the beautiful scene, he once knew, is fading with old age a shows a slight sadness to the poem. Winter Percy Bysshe Shelley Shelley uses alliteration to show that winter is harsh ‘the wind was his whip' this also shows that it is a negative and destructive time. He writes: ‘One choppy finger' to make you wonder what winter will do next. Shelley portrays winter as an evil character using personification such as: ‘whip' ‘lip' to make it more effective. Shelley also makes winter sound brittle: ‘His breath was a chain'. Shelley shows how cold and powerful winter can be by writing: ‘He came, fiercely in his chariot-throne by the tenfold of the arctic zone' Shelley also shows that even the more evil things like weeds have to hide from winter: ‘Weeds which are forms of the living death fled from the frost' Using alliteration: ‘flight from frost' gives winter an eerie feel which makes things vanish like ghosts without a trace. When icicles hang by the wall William Shakespeare Shakespeare uses everyday characters to show the realism of his poem to create a typical winter scene: ‘Dick the Shepherd'. He shows that even though the weather is awful life goes on: ‘ways be foul, then nightly sings the staring owl'. Using rhyme gives the feel of movement but is broken when the owl makes its sound: ‘Blow' ‘Snow' ‘Saw' Raw'. Everyone gets effected by the cold: ‘Coughing drowns the parsons saw' ‘Marian's nose is red and raw'. Using words like ‘nipp'd' and ‘ways be foul' shows that is a cold mucky time. Shakespeare tells it how winter was there and then. There is no sympathy for winter. Emmonsail's Heath in Winter John Clare Clare gives no critical comment during his poem, he just observes what's around him: ‘Crimpled leaves' ‘an oddling crow' ‘the old heron'. His poem is also very detailed which adds to the effectiveness of the poem. Clare puts a lack of stress on the words: ‘While the old heron'. He uses personification to bring the lake to life and make it a bigger part of his observation: ‘Lonely Lake'. Clare uses alliteration to create the sense of movement: ‘Starts slow' but at the same time give a sense of calmness: ‘Melancholy wing' ‘An oddling crow in idle motion'. The scene is in harmony even the gypsy fits in: ‘the gypsy makes his bed'. Clare give affection to the ‘bouncing woodcock' Clare uses the word ‘Rove' to show how much he has observed from wandering about. Clare's poem is based on observation and is portrayed like a fairytale scene where everything is in harmony and fits in with the world around it. Conclusion In the Poem ‘Skating on Ice' the poem is based on a very personal scene, which is special to Wordsworth. He makes the poem exciting, exhilarating and gives a sense of movement. This poem is effective for these reasons and makes you really believe that you are their taking part in the chase. In Clare's poem ‘Winter' it reflects winter as being horrible and destructive. This is my favourite, as I believe this is how a typical cold winter day acts. Winter has been given the human characteristics to great effect showing everything winter is known to do. Shakespeare creates a sense of realism in his poem ‘When icicles hang by the wall' by give the poem everyday characters. He gives no sympathy, which makes it sound more real and effective. This poem is probably the most real out of all four and it portrays winter as a typical thing that happens. Clare's poem ‘Emmonsail's Heath in winter' is based on observation. He makes everything sound beautiful and in harmony with everything else. He makes everything very calm leisurely. This poem portrays winter as a beautiful time almost like a well-painted painting.

Business report explaining a certain topic Essay

Business report explaining a certain topic - Essay Example Another motivating factor can be where people will be motivated to reach their target. This will lead to their success and recognition. The need for recognition and job satisfaction which is that emotional payoff can also be a motivator (Madura, Jeff 35). This topic also looks at the importance of motivation. This helps in appreciating this topic. Some of the benefits it provided by motivation include improving the level of efficiency of people. It helps to appreciate that in order to get quality output from employees, the gap between ability and that willingness has to be filled. This in turn also helps in the achievement of the organizational goals. Employees who feel appreciated are most likely to work efficiently as they feel as being part of the organization. Goals may be achieved where co-ordination and co-operation takes place simultaneously. This can be done effectively through motivation. Motivation is important to understand as these leads to retention and stability of staff. This is because they will feel as being part of the organization. By looking at the importance of motivation, the topic also looks at the causes of de-motivation. A drop in staff motivation can become damaging to the business if the cause of de-motivation is not identified and addressed. Some of these de-motivating factors include: Inadequate job skills due to lack of training of staff. This affects the confidence of employees and frustrates the employees that affect their motivation. This is because of lack of the knowledge to perform what is expected from them. It can also be caused by goal flaws where company goals may not be inclusive of the interests of the employees. This in turn makes employees not to feel as part of the organization leading to their de-motivation. Overwork is another de-motivating factor. Employees who are overworked often loose there motivation even if they receive payment for overtime worked. The topic also

Critiquing Historical Analysis of Classmate - Subject- Atomic Bomb Assignment

Critiquing Historical Analysis of Classmate - Subject- Atomic Bomb - Assignment Example The reviewer claims that the idea of the atomic bomb came to existence during WWII. This was after President Roosevelt suggested that it was only through it that the nation would achieve victory against its enemies (Truman, 2014). According to the reviewer, the atomic bomb incident is still controversial to date. This is evident by the large number of Non-western as well as European historians who are still trying to analyze the atomic bomb issue. Since this is a historiography, the reviewer starts of by defining the term. According to studies, the term historiography normally refers to the analyzing of the history behind the history of an event. The reviewer organized the work in a chronological order, hence making it easy to comprehend the entire topic. This is because after stating that she would analyze the work of four historians, in the following paragraphs, she talks of different authors in relation to their perceptions as far as the issue of the atomic bomb is concerned. First, the reviewer talks about Kayoko Yoshida’s article, From Atomic Fragments to Memories of the Trinity Bomb: A Bridge of Oral History over the Pacific. Kayoko, apart from exploring the meaning behind trans-media, he also analyses the transnational collaborations behind the atomic bomb (Yoshida, 2003). In a move to get firsthand information concerning the issue of the atomic bomb, apart from interviewing documentary makers, he also involves his students; this was in a move to get different perceptions on how the Japanese community viewed the atomic bomb issue. The reason as to why Kayako involves a number of sources in his analysis is due t o the perception that historians ought to have solid evidence in order to support their claims. In his article, apart from addressing a filmmaker whose objective is to relive the history, he also claims that many Japanese students in the current generation have no clue whatsoever on the reason behind the

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Offer of Fixed Interest Investment Funds to the Public Prospectus - Assignment Example The main purpose of laws is to ensure that businesses meet the needs and wishes of shareholders and the interests of stakeholders in accordance with modern business practices.6 This prospectus promotes the company as a whole and informs shareholders, future shareholders and stakeholders of any risks that are involved in the fixed interest investment funds.7 The issuer is an investment planning company with limited liability, registered under the laws of England and Wales. ... nce of the Funds 23 Tax Implications 23 Charges and Expenses 23 Bibliography 27 Definition of Terms Articles of Association: The contractual document authorising the issuer to offer the fixed interest investment funds. Back-end Fee: A fee payable upon redeeming an investment or share. Common Law: judicial decisions binding the issuer in the administration and management of the fixed interest investment funds. Depository: The Bank or financial institution holding legal title to the fixed interest investment funds. Doctrine of Corporate Opportunity: A major risk factor and concern of investors relative to the risks associated with managers and directors mismanaging any investment funds and the applicable common law and statutory laws safeguarding against this kind of investment risk. Fiduciary Duty: A common law and statutory law prescribing the duty of care and level of competence applicable to and enforceable against managers who have monetary responsibilities in situations where the y have control over funds that are not their own. Fixed Interest Investment Funds: funds invested with a fixed and predetermined interest rate. Investor: The person or body corporate purchasing the fixed interest investment fund. Issuer: The institution offering the fixed interest investment funds to the public. Load Fee: A fee payable upon entering an investment fund and deducted from the initial investment. Maturity Term: The bond’s life or the date at which the terms relative to the investment fund have been satisfied have been fixed. Open-ended Investment Company: an investment company characterised by collective investment schemes under the structure and framework of a company comprised of diverse capital. Statutory Law: Legislation prescribing the policies, practices, rights, duties

Men and Their Role in the Society Essay Example | Topics and Well Written Essays - 750 words

Men and Their Role in the Society - Essay Example Nobody can take that right away. It is the mother who gives protection for the initial nine months to the divine creative force of the future-male or female! A female child is victimized at every step of life, from the moment of birth, notwithstanding the fact that it is she who sacrifices at those steps. Women need to be the spiritual and legal equals of men. In my essay, I am going to argue that women not equal, but more equal than men and the scale of social justice should weigh in favor of the female gender. What stand women need to take if she is placed in circumstances totally unfavorable to her in life-situations? Ask Janie Crawford in the novel, â€Å"Their eyes were Watching God.† She lived her life in its trials, tribulations, duty, and beauty! She carried on with the firm conviction - it is better to deserve without receiving than to receive without deserving! Her character is introduced thus: â€Å"But for most black women readers discovering â€Å"Their eyes were Watching God,† for the first time, what was compelling was the figure of Janie Crawford - powerful, articulate, self-reliant, and radically different from any women character they had ever before encountered in literature.†(Foreword. xi) To Janie, empowerment of black women is not a concession; it is her birthright. Notwithstanding her remarkable achievements in literature, by 1950s, she was almost living in incognito, working as a maid in a Florida Hotel. That must have made her remain in constant touch with the ground realities of the people in general, and gave her time to think about the common man. She has her own style of depicting black-white relationships. This particular novel â€Å"affirms black cultural traditions while revising them to empower black women.† (p.xii)The greatest tribute to her and her themes in the novel comes from Alice Walker.

Teaching Profession Essay Example | Topics and Well Written Essays - 1250 words

Teaching Profession - Essay Example Teachers are expected to nurture attributes, skills and capacities in the young people that will enable them succeed and prosper in the knowledge society. The profession is bloated with many responsibilities stemming from imparting knowledge to students to modifying their personalities. Thus, the profession requires effective socialization, providing the necessary foundations for a responsible citizen, and providing emotional support. The first impression of teaching is formed in the student life when a teacher conducts their role responsibly. This creates a notion that teaching is a noble profession that caters for the academic, emotional or spiritual needs of the learners. Effective and efficient childhood interaction between teachers and young learners creates a positive image of teaching as an industrious job. Students do not come into contact with the practical details and challenges associated with teaching; thus, the worth of teaching in a classroom context should not be weigh ed upon professional hassles and practical work. The current first time teachers fail to realize that professional knowledge is no longer viewed as a constituent of explicit and fixed knowledge base. Sharpe (2004) posits that knowledge exists in use, and any advancements or modification is caused by experience. Therefore, when teachers use their knowledge, the mode of its delivery changes the impact of its use among students. Discussion The reality between the impression of teaching and reality can be explained by the nature of having unfavorable returns or when the experience conforms to the initial impression. The transformation from student life to teacher status may lead into a different feeling that may make a first time teacher uncomfortable. This can be viewed as a negative stroke considering the earlier positive impression and willingness to indulge in the profession. Most students view the teaching profession as an uncomplicated and easy knowledge delivery task full of exci tement and fun. However, this notion is blown away once they become teachers and encounter the responsibilities required of them such as effectiveness, high-end communication skills, hard work, creativity and determination. Dalmau and Gudjonsdottir (2002) affirm this when they state the roles and obligations associated with teaching. They include acting as pedagogues and experts in teaching, reflective and critical problem solvers, knowledge creators and theory builders as well as acting as research and change agents. Those who are not prepared for such commitments get disappointed once they get involved in the profession. Superiority and aggression was normally viewed as the effective measures necessary to instill discipline in students. This notion made most aspiring and first time teachers view this as a privilege associated with the profession. However, the current education systems do not support dictatorial authority but prefer popularly-based authority. The school atmosphere is characterized by negotiation and persuasion rather than confrontation. Most school rules are made by the community as a whole; hence, they are student friendly with the teacher’s input being reduced to that of nurturing and persuading. This requires commitment and dedication of a decided mind. Proponents of democratic school system argue that a school which follows fairly the democratically enacted laws is the one in which community discipline prevails and supports the development of the concept of law and order (Sharpe, 2004). Most learners may regard teaching with a high esteem. Such notion makes them expect recognition and uplifting of their status in the community once they adopt the

Value of knowledge on science and belief Essay Example | Topics and Well Written Essays - 750 words

Value of knowledge on science and belief - Essay Example   Scientific knowledge has contributed widely to the improvement of human living. It has made strides in the medical field in testing and discovery of new drugs to cure diseases. Over time many scientists have made groundbreaking discoveries in the medical field, for instance, Chinese scientist Youyou Tu developed a prizewinning anti-malarial drug which helped combat the debilitating disease that attacks hundreds of millions of people annually. It has also enabled human beings to adopt more healthy lifestyles by pointing out diseases caused by poor lifestyles, like blood pressure. The world of agriculture has also been revolutionized by new knowledge which farmers have greatly taken advantage of to improve their yield. The Consultative Group on International Agricultural Research (CGIAR) for instance started the Green Revolution of rice and wheat in Asia which has raised the average yield of rice and wheat by a tremendous lot. Research in the science doctrine has enabled us to beco me aware of harmful activities that deteriorate Mother Nature and also harmful chemical substances to health. Human beings have directly impacted nature negatively by continuous pollution which makes irreversible damage to the environment. A good example is greenhouse gases in the atmosphere which are believed to lead to global warming. For instance the controversy of Genetically Modified Organisms which were discovered and developed by scientists in attempt to improve yield in harsh growth conditions.  

About Yourself Essay Example for Free

About Yourself Essay Q: Describe briefly your current job/most recent job responsibilities. State the knowledge and skills you have acquired from this experience A: My recent job assignment was in Testing domain of TAPAS Vodafone UK project. We have to test the codes of the development team to validate if the business and functional requirements are met. Our tasks inclued-; * Understand and analyse what are the expected outcomes from the interfaces of the Development team by going through the revelant documents and and with adequate discussion with the Dev team. * Based on the above, author the Test Cases and Test Scenarios for validating and testing the functional and business requirements of the project * On the technical front, we are expected to execute the shell scripts batches in Unix Environment to generate the data file which is to be checked from the back-end (Oracle 11g) With the help of SQL queries as well as from the front-end Oracle Retail Merchandising System (ORMS). * As our project mates were located in other parts of the Infosys Offices eg Bangalore, Hyderabad as well as onsite location London, we frequently (usually daily) needed to interact with peers and seniors to discuss the status and progress of the project along with the other issues faced by us, it helped me improve my verbal and no-verbal communication. * As part of testing, we have to raise the defects in an online Quality Control tool which was later assigned to the respective developer to fix the bug and many times we would find us in arguments and discussions with the respective devepoler, asserting and proving their points and stand which helped me in inculcating a healthy professional relation and to remain honest with my task and duty at the same time. * It also helped me in approaching and interacting with new people with the sound technical expertise and skills and put forward my ideas , opinions, doubts among my peers and seniors. Q: Describe briefly the most important situ ation in which you have demonstrated leadership skills during your professional career (not exceeding 250 words) See more:Â  The Story of an Hour Literary Analysis Essay Q: Describe briefly the most important situation in which you have demonstarted your ability to work in teams during your professional carees (not exceeding 250 words) A: Last month we, with the motive of improving the interaction among the floor-mates , we, a group of 12 persons of different projects and teams of the same floor planned,discussed and organised a event named L3 Trivia. We as volunteer and anchors, had the job of finding some unusual, interesting and little known facts about our floormates and frame these in a questionaire form to be found and answered by the randomly formed teams for which the team will be awarded marks. The teams had to work together and was asked to take signatures and click a pictures with the respective person to make it interesting and to ensure that everyone knows everyone else by his name and face. The other members of the organising team had to collect the crowd at one place and distribute the different coloured cards on the basis on which teams of 10-11 persons would be formed. As an anchor , we have to gather and handle the team with same coloured cards. We needed to coordinate the randomly formed teams, have a quick introduction with each-other and help them in picking a Team Lead. Apart from this, we had to hand them the Questionaire Sheet , explain them the rules of the games, clarify their doubts as well as encouraging them at the same time and evaluating their scores at the end. This event got amazing and overwhelming response from the floormates and everyone took out the time for this playful event. We, volunteers were not only appriciated by seniors and HR for our effotrs and hardship for managing,organising this event enjoyable and a hit but we also get to know new people and make friends and exhibit our managerial skills as well. Q: Why do you wish to go for a management career A: I always have an interminable dream to have my own business most preferably in online business where I can tap my technical skills of developing online applications. I believe that going for a Management Degree will be a wise idea for helping me in materialising my dream because it will not only help me understand the nitty-gritty of the business administration but will also provide me the the essential knowledge, idea, skills and techniques for management. The process of earning this degree will help me to think critically, deal with ambiguity and solve complex business scenarios through case study approach which requires us to evaluate business dilemmas and formulate the best plans of actions. Not only this, the environment there will motivate , develop and improve my soft courses in leadership, people skills and social interaction that can be a help in any walk of life. Before starting my own venture and entering into the business world , I would need a broad perspective of business world like how industry and business works and this degree will definitely give me an invaluable exposure to business concepts and development in functional areas. I think that this degree will help me in achieving an interesting and more responsible and influentional position. In addition, it will provide me the opportunity to meet new ,interesting, and important people and be challenged by peers and experts. That can help our career along. The MBA degree will prepare me to face the situations that can be faced in real life business scenarios, foster own personal growth, develop exciting career opportunities as well as networks. Q: What alternative careers are you considering and why? A: If I didn’t get the opportunity to persue MBA this year, I will continue my present job at Infosys as a engineer for few years to gather more sound technical knowledge and at the same time try to bring through capital for venturing my own start-up. Q: Describe your strengths/weaknesses as identified by you. A: My strengths can be listed as: * Disciplined and honest towards my duty * Ability to contribute positively as team player * Easily adopt to any environment * Self motivated and confidant My weaknesses can be listed as: * Inconsistent * Easily stressed * Have trouble in planning and prioritization Q: What is your most significant accomplishment so far A: I would recount one of my junior school incident in this case because I had a very positive influence of this incident in formative years at the school. Our school had an annual ceremony to elect the School Leader at both junior (1-6 class) and senior (7-10 class) sections. Teachers and sisters at our school used to assemble the entire junior/senior wing and the students were told to write the names of their candidates based on academics, sports, extra co-curricular activities etc. In a surprising outcome, out of 500 students from the entire junior wing, around 350 have voted in my favour. I was really thrilled to know this because I had never this idea or anticipation that my other classmates and juniors would know me, forget about being admired or revered!!! Although I have always been a good student and excelled in academics and few extra-co-curricular activities, I was also very garrulous, boisterous and a bit indiscplined, so being elected as a School Leader whose responsibility was to ensure discipline was difficult task. But I was really taken aback and amazed by this oucome and even I was not sure if I would be able to shoulder this responsibilty with honestly. This was the first time experience in my life that instilled me with a sense of responsibility.

Earth and Space Reflection

Earth and Space Reflection Reflecting on our class these past few weeks, makes me realize the inadequacies of my scientific knowledge. In order to help students learn science content, teachers must have a firm grasp of the important ideas in the discipline. I fall short of my content knowledge. In part, my lack of science knowledge might be a result of my college degree plan. I took the basic sciences in high school and in college. At the time of my undergraduate degree, elementary teachers had less extensive college coursework in sciences than did my intermediate or high school counterparts. For this reflection, I am challenging myself by choosing TEK 8.8A and 8.8B. These two TEKS reflect new information I have processed from our class discussions and investigations. TEK Breakdown TEK8.8A is a readiness standard and uses the verb describe to communicate to students. The students expectations are to use models for classification of universal components including by not limiting stars, nebulae, and galaxies (Lead 4ward, 2017). Teachers and students might also include planets, Galilean moons, asteroids, meteors, and comets. There are various ways to compare and describe these components of the universe. Some possible comparisons might be relative mass, relative size, orbiting objects that the components orbit, and objects that orbit the component (TEKS Resources, 2016). In this TEK, the students will be exposed to the Hertzsprung-Russell diagram for the first time. This model will allow students to examine and investigate the relationship between brightness, surface temperature and color of the stars. TEK 8.8 B is a supporting standard. I chose this TEK because although I thought I had some knowledge of the Sun, I lacked important knowledge and understanding to convey to students. The verb recognize will communicate that students expectations are to identify the Sun but also include recognizable attributes such as a medium sized star, near the edge of a disc-shaped galaxy, and many thousand miles closer to the Earth than any other star (Lead 4ward, 2017). Future Learning/Past Learning Eight grade students were exposed to TEK 6.11A during sixth grade with an introduction to the physical properties, locations, and movements of the components of our solar system. Students also had TEK 7.9A in seventh grade. In seventh grade students analyzed the characteristics of objects in our solar system that allowed life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere (Lead 4ward, 2017). Both TEKS helps eight graders to better comprehend the present school year science TEK 8.8A. However, students leaving eighth grade should know the universe is comprised of billions of galaxies. Each of these galaxies are comprised of billions of stars. Although these galaxies seem nothing more than fuzzy, dim spots seen through the lens of our eyes, they exist (TEKS Resource, 2016). Students should also comprehend that some of these galaxies are so remote that their light takes several billion years to reach the Earth. The understanding that peopl e on Earth see these galaxies as they existed long ago. Types of Instruction Students should be allowed to work in small group of 3-5 participants. This allows a safe learning environment for reflection, reasoning, discussions, and explaining. A graffiti writing wall could be established at the beginning of the content study. Each day students could add new evidence of learning, and use this wall as a reference for reviewing information. Eighth grade students have many challenging vocabulary words. Therefore, instruction is a must. Some words to consider; Universe, stars, nebulae, galaxies, Hertzsprung Russell, (HR) diagram, asteroid belt, nuclear fusion, blue giant, main sequence, luminosity, super nova, milky way, spiral, elliptical, irregular, telescope, big band theory, Hubble, etc. These words could be incorporated in a journal. Student could generate definitions and picture sketches. Also, vocabulary card sorts could be created to reinforce vocabulary acquisition. Using a PowerPoint along with realia pictures of the universe should be shown with information pertaining to the content. PowerPoints provide great note taking opportunities for students. Students could research information such as definitions of components of the universe (stars, nebulae, galaxies) and recognize and explain the types of galaxies. This type of information could be integrated into a group PowerPoint to present to the classmates. Using Discovery Education for videos on space, the universe, and the night sky will assist students in making connections with the content. Using provoking questions throughout the days of study would provide great student discussions about video information and content learning. A few questions to consider might be; What can observing stars tell us? or When we look into the night sky we are actually looking in the past. How do we explain that? Sentence stems should be used to assist students with their thinking and writing. Graphic organizers could be used for taking notes from the videos. Scaffold Instruction Differentiation for all whether ELLs, special education, or regular education students should be identified and specific. The incorporation of additional resources and teaching tools must be considered. One idea to be considered would be pacing. Slowing down a lesson may take longer to teach, but the end product is greater quality and the experience for the learner is much more rewarding. In small groups, reviewing standards should always be considered and individualized intervention as well. All students but especially our ELLs, should receive sheltered instructional strategies. Students should have the opportunity to incorporate their prior knowledge before beginning any lesson. Prior knowledge sets the foundation for new ideas and concepts. Pre-teaching vocabulary and using visual aids sets the students up for success. Throughout the lesson, teachers should always pause, ask questions, pause for responses, and finally a review of information. These scaffolding practices assures st udents achievement. Personal Growth When we started this unit of study I had many questions about the origin of the universe and the age of the earth. I had many questions about the components of space. As we studied these topics, I was reminded that the questions that scientists ask must be testable. Scientists have provided answers to testable questions that have helped us calculate the age of the universe, the distance of certain stars, and how fast they are receding from us. Whether we can get a definitive answer, we can be confident in the process by which the explanations were developed. These explanations allow us to rely on the knowledge that is produced through the process of science. Ive come to understand that many of these scientific questions can be answered by science investigations and calculations. Reference Texas Education Agency, Lead 4ward, (2017). Process standards. Retrieved from http://lead4ward.com/docs/resources/snapshots/science/teks_snapshot_science_gr_08.pdf Texas Education Agency, Lead 4ward, (2017). Resources. Retrieved from http://lead4ward.com/resources/ Texas Management Curriculum Management Cooperative, TEKS Resources, (2016). Retrievedfrom http://www.teksresourcesystem.net/module/content/search/item/2057/viewdetail.shx

An Inverted Tooth Chain Engineering Essay

An Inverted Tooth Chain Engineering Essay An inverted-tooth chain operates quietly and smoothly and is also known as a silent chain. Silent chain consists of a series of toothed link plates assembled on joint components in a way that allows free flexing between each pitch. The teeth on the link plates mesh with a sprocket, similar to the way a rack meshes with a gear. The great majority of silent chain is used in drives. Silent chains are made up of stacked rows of load carrying link plates. Increasing the number of rows of links increases the chain width, tensile strength, and load carrying capacity. Using this feature, manufacturers make silent chains ranging from less than a 1 in. wide to more than 20 in. wide, with power capacities ranging from a fraction of a horsepower to more than 2000 hp. A chain is a reliable machine component, which transmits power by means of tensile forces, and is used primarily for power transmission and conveyance systems. The function and uses of chain are similar to a belt. There are many kinds of chain. It is convenient to sort types of chain by either material of composition or method of construction. There are five types of chains: Cast iron chain Cast steel chain Forged chain Steel chain Plastic chain Demand for the first three chain types is now decreasing; they are only used in some special situations. For example, cast iron chain is part of water-treatment equipment; forged chain is used in overhead conveyors for automobile factories. History: Chains have been used for centuries to drive machines and move materials on conveyors and elevators. In 225 B C, Philo described a chain- driven water lift. Leonard da Vinci sketched the chain designs in the 1500s. Some are similar to modern bar link, leaf, and silent chains. Cog chain was developed in the early 1800s to transmit power or motion between the shafts of treadmills to water elevators, weaving looms and harvesting machinery. This chain was used to mechanize farm implements, but it broke easily and was difficult to repair in the field. Cast detachable chain was introduced in 1873 and overcome many of the problems of cog chain. This chain was made of simple identical cast links that were easily coupled and uncoupled by hand. This basic detachable chain design is one of the early chain concepts that have been unchanged nowadays also. After few years cast detachable chain was introduced, a chain made of all steel parts was introduced for driving bicycles. A patent for roller chain was issued in 1880. By early 1900s, roller chains drove the wheels of safety bicycles, as well as automobiles, trucks, and the propellers of the Wright Brothers airplane that flew at Kitty Hawk. Two major factors combined to make the roller chain industry were automation and standardization. Automation helped manufacturers meet the demand for the large amounts of high quality that were used on machines made by other industries. Standard dimensions and capacities ensured that roller chains would fit and operate as the designer planned. The result was that the industry soon became as the precision roller chain industry. Engineering steel chains were first developed in the 1880s. They were developed for greater strength, speed and shock resistance and for better dimensional control than could be obtained from cast chains. Pitch, strength, wear life, and carrying capacity were increased to meet the heavy duty needs of industry. There are many types of engineering steel chains. Those with steel rollers are the most widely used on both drives and conveyors. The bushed, roller less style are the needs of many conveyor and bucket elevator applications. Sir Isambard Kingdom Brunel supervised the building of the Great Britain, and it was a revolutionary ship design. It was the first sea going iron steamship, the first propeller driven steamship to cross the Atlantic, and the first vessel driven by inverted tooth, or silent chain. The silent chain drive delivered power from the engines to the propeller shaft by way of large wooden- tooth sprockets. From 1895 to 1925, the chain industry improved the design of silent chains. From 1930 onwards, silent chain was used in a variety of industrial applications such as drives in paper and textile mills, flour and feed mills, printing presses, pumps and machine tools. Throughout the 20th century, the industry improved material quality, processing technology, and chain designs to increase the load and speed capacity of silent chain. Silent chain is also used in the drive train of snowmobiles and four wheel drive recreational vehicles. Outside the power transmission market, silent chain can be used as a conveying surface in a variety of material transport applications. Major improvements were made in the production of food and beverage products. The introduction of high speed processing, filling, and packaging equipment drove the need for a chain with a flat carrying surface for material handling. The first flat-top chains were produced by welding steel plates to roller chain, producing a flat surface where products or packages could be carried. These first flat-top chains were made of carbon and corrosion resistant steel and were widely used in the brewing industry to convey glass bottles. Construction and Features: Silent Chains have a very simple construction: only plates and pins. Silent Chains are actually an update of a 19th-century design.  ANSI  B29.2M-1982 regulates the standard pitch, width, and kilowatt ratings of the chains and sprockets. There are eight different pitches from 9.52 mm to 50.8 mm. The link plate receives tension and has a notch for engaging the sprockets. There is no notch on the guide plate. These plates act as guides for the sprockets. Pins may be round or have other shapes, such as D-shape. All the chain components share the tension. Silent Chains have higher capacity than roller chains of the same width. Since the link plates of Silent Chain strike the sprocket at an angle, the impact and the noise are reduced. This is why these chains are called silent. The higher the chain speed, the greater the difference from roller chains. Driving Links: Driving links, also known as plain links, engage with sprocket teeth to drive the chain. They are typically the most common component in the chain. Guide Links: Guide links maintain proper tracking of the chain on sprockets. They are positioned on the outer edges of the chain in side guide and multi guide chain or in the centre, with the centre guide chain. Pins: Pins allow the chain joint to flex and hold the assembled chain together. Chains may have a single pin in each joint or two pins, depending on the chain type. Design considerations: Tensile loads and strength: Silent chain with single pin assembly may be subjected to all of the tensile loads, but silent chain with two pin assembly eliminates chordal action. It is not affectd much by tensile loads from chordal action. Fatigue limit: It is a most important consideration in designing silent chains. The lower speed part of the power ratings for silent chain is based on a minimum fatigue limit. Fatigue strength: Loads exceed the fatigue limit in very high performance drives. The chain must have adequate fatigue strength to endure these loads only if the chain is to be used in high performance drives. Fatigue strength in the finite life range is an important consideration in designing silent chains. Wear: Wear is an important consideration in designing silent chain. The two major types of wears are joint wear and link plate and sprocket wear. Joint wear: As the chain runs over the sprockets, the joints flex. Material is worn off the joint components and chain gets longer. Then chain then rides out farther on the sprocket teeth. This increase noise and reduce efficiency. Link plate and sprocket wear: These wears are also caused by friction on the chains which reduces the efficiency of the silent chains. Advantages of silent chain drives: Silent chain drives require nearly as precise alignment as gear drives to obtain peak performance and service life. †¢ Silent chains are less affected by chordal action and joint friction than other chains; silent chains engage sprockets with reduced vibration, noise, and frictional losses. †¢ Silent chain can operate at loads and speeds that often exceed the capability of belts and other types of chain. †¢ Silent chain drives are quieter and smoother than roller chain drives, and in some cases are quieter than gear drives. †¢ Silent chain drives are more compact than gear drives when the shafts must turn in the same direction. Manufacturers of inverted tooth chain are: Bosch Rexroth AG, Germany:- Bosch Rexroth is an engineering company based in Germany. It is the result of merging between Mannesmann Rexroth AG and the Automation Technology Business Unit of Robert Bosch. It employs over 35,000 people worldwide. The industries Bosch Rexroth serves are Agricultural machinery, automotive manufacturing, Machine tools, Civil engineering and many more. Rexroths inverted tooth chains: The largest delivery program in the world for inverted tooth chains used for driving and transporting are from Rexroth. Rexroths new inverted tooth conveyor chains come with the axle pivots welded to the outer plate by laser. This new technology prevents lateral movement of the joint pivots. These innovative inverted tooth conveyor chains are fully interchangeable with previous design and the sprockets do not require any machining. .Advantages of Bosch Rexroth inverted tooth chain drives over: Gears / Transmissions Belts Roller Chains Reduced bearing loads Non-slip Rolling pivot joint Insensitive to temperature fluctuations Higher Speeds High maximum velocity No need for intermediate sprocket Silent no whistling Low-noise Zero tooth flank backlash Space-saving Smooth running due to involute toothing running Larger permissible tolerances for shaft installation Small sprocket diameters 99% efficiency Vibration damping Insensitive to extreme temperatures or humidity levels Wear-resistant sprockets Low-cost sprockets Reduced bearing loads Vibration damping The advantages over other conveyor systems are: Due to high power density, the space used is optimum Extremely long service life and availability Very low lubrication requirements High temperature tolerance Highly robust and resistant Comparison with different types: Characteristics Tooth chains Roller chains Toothed belts Toothed wheels Noise behaviour Very good Average Bad Good Temperature sensitivity Good Good Bad Good Space required Good Average Bad Very good Wear Good Bad Average Very good Maintenance Partly necessary Necessary Not necessary Not necessary Ramsey Products in USA is another major company. Ramsey manufactures an extensive range of silent chain and sprockets for use in industrial power transmission and conveying applications. For the companies that work with glass, silent conveying chains offer many benefits in applications like handling to precision inspection and measurement from hot-end and cold-end. These chains are made through hardened steel link plates and case hardened steel pins. Characteristics of Ramsey chain: Flatness and uniformity: The flat, uniform surface of the chain provides transport of smaller bottles without any trouble. Surface velocity: The chain wears, the pitch increases uniformly throughout the chain, and velocity remains constant. Uniform velocity reduces breakage. Heat resistance: The temperatures are high with hot-end handling, to withstand these temperatures chains are made from hardened steel. Heat transfer from transported glassware and heating torches does not effect the uniformity of the conveyor surface. Economy: Improved product handling, and requires very less maintenance, chain provides a cost effective means for conveying glassware in high speed production lines. Types of chain: Ramsey manufactures four basic types of conveyor chain. Ultralife Standard Lo-profile Extended pitch Ultralife are best quality conveyor chain. They consists single pin and two pin assembly. The straight edge of the aperture maximizes the link area contacting the pins and reduces joint bearing stresses and wear. Single pin joints provide a durable, smooth acting joint, satisfactory life, and easy to install than two pin joints. These are developed specifically for the glass industry. Two pin joints are originally developed for use in power transmission and have been adapted for use in conveying chains. They have the advantages such as long life, low friction and high efficiency. Advantages of Ramsey silent chain over : Gears / Transmissions Belts Roller Chains Greater elasticity and shock absorption capability No slippage Longer sprocket life Less critical shaft location and alignment Higher Speed and power capacity High speed and power capacity No end thrust Greater efficiency 99% efficiency Detachable and easily replaced Easily installed More uniform wear characteristics Lower bearing loads Lower bearing loads Less velocity variation More economical with large centre distances Larger drive ratios Reduced noise and vibration Reduced noise and vibration Less affected by temperature Less affected by chordal action R. Prinz KG Maschinenfabrik, Austria Wippermann jr. GmbH, Germany ZITEC Industrietechnik GmbH, Germany These are major companies in manufacture of inverted chain and exporting them. There are many small industries in China, India which manufacture these chains. Applications of Inverted tooth chains: Roller table drive applications Cost-efficient group drive Uniform synchronous running No backlash when reversing Quiet even at high speeds Good meshing conditions minimize wear Outer tooth ring applications More cost-efficient than a milled tooth ring Suitable for large transmission ratios Full circle rotary motion or swivel motion along an angle segment possible in reverse or continuously Gripper and robot drive applications Precise synchronized motion High load capacity even at narrow widths Optimum meshing depth on the toothing provides a high a degree of security against skipping Flexible shaft coupling applications High elasticity Uncouples quickly by opening the lock or by radial offset when closed Angles can be shifted to 1 ° and shafts can be shifted radially to 2% of the pitch

If Time Could Be Saved In A [in a] Bottle :: Essays Papers

If Time Could Be Saved In A [in a] Bottle [Nice title -- I wish more students put more thought into their titles.] 1 Anyone who has much exposure to the geriatric population knows that some elderly people are very content with their lives. Even though their bodies may not possess the same physical capabilities that they did in youth, they are surrounded by an aura of contentment that almost make one envious of the inner peace reaped as compensation for a life lived to its fullest capacity. [SV Agr - 1] Given another chance at youth, they would not change the path their lives have taken. [The first two paragraphs could have been combined into one.] 2 There arc others who are bitter with the game that mother nature has played with them. They feel they have not been dealt a fair hand by fate and this is reflected in their manner both physically and spiritually. This is an accurate portrayal of the four friends in the short story written by Nathaniel Hawthorne entitled "Dr. Heidegger's Experiment." [Titles] As the theme of this story reveals, given a second chance at life, is it possible for a person to change their behavior. [The theme of a work should probably not be stated as a question, i.e., either the work suggests that people can change their behavior, or that they cannot. This essay, for example, goes on to suggest that they cannot (or at least that they do not).] 3 Each of the four friends had chosen a lifestyle in which they had temporarily basked in the glow of prosperity, only to lose everything that represents success and respect as a result of their behavior. The description of Dr Heidegger's study -- dim, old fashioned, covered with cobwebs and dust -- parallels the physical description provided by the narrator of the four friends that have gathered for the experiment. The strength of their bodies has faded and left them withered and wrinkled shells of their former selves. The dark, dank atmosphere of the study reflects their melancholy personalities. They are characterized as gray, decrepit, sapless, miserable creatures. Although the the four friends had the opportunity in life to create their own pleasant memories to recall, each of them chose a path in life that left them with no fond recollections.

Decriminalization Vs. Prohibition :: essays research papers

Decriminalization vs. Prohibition The idea of Drug Prohibition made sense: lower the availability of drugs by the use of law enforcement. Unfortunately, Drug Prohibition means heavy costs while proving to be ineffective and counterproductive. I was thirteen when I saw drugs for the first time. I was with some of my friends that live down the road from me. They asked me if I wanted to get high with them. At the time, I didn't know what getting high meant, so I asked them. One of them pulled ut a long slender object, similar to a cigarette, but twisted on either end. They told me it was something special. I was still bewildered. They said "It's pot, you know, marijuana?" Immediately I said no. I had seen several anti-dug commercials, all with the same motto, "Just Say No". I felt so good about myself. I had done the right thing. I said no to my friends, which is a very hard decision to make at that age. I was not going to be one of those sad cases, where my life is wasted away. I was not going to be a crazed addict, who would stop at nothing to get a hit. I was not going to be dodging the law my whole life. I was going to be everything I wanted to be, and drugs were definitely not going to get in the way. I promised myself I would not end up like Jimi Hendrix, or Janis Joplin, both found dead after overdoses, because I had the power to say no. I had read stories and seen news flashes about the side effects of some drugs. I had read newspaper articles about people in Rome, which is just a few minutes away, dying of heroin overdoses. I had seen people on TV that were alive, but were not conscious of their surroundings, because of drug use. Their lives were basically over. I had listened to speakers preach that drugs were one of the Devil's tools. There was no way I would even consider ever trying them, because once a person starts, they can't stop. It was a few years later that I heard the other side of the story. I learned that not only were we losing the war on drugs, but that the war had been corrupted. The government was wasting money on something without a cause, or hope. It wasn't long after that when I tried marijuana for the first time. I remember it well. I was with my sister, who was the only person that I couldn't

Northern Mariana Islands and Guam History

Guam History: A Review of the Island’s Unique History VincentAnthony V. Borja English 135 Professor Rosemary Harty April 21, 2011 Over the past 10 years, random people would ask me about the history of Guam, and how it became a United States territory. Grew up most of my life on Guam, but never really cared about its history, although, every year we would celebrate its liberation day from the Japanese and celebrate festive holidays significant to the islands history, I never really understood why we celebrated it. The Spanish Era, the American Period, & the Japanese occupation played a major influence on the island and its culture today.The island of Guam, Guahan in native Chamorro, is a truly multi-ethnic community that reflects the cultures of its original Chamorro inhabitants as early as 2,000 B. C. , influenced by countless European, American, Asian, Micronesian, and other people who have occupied, visited and immigrated to Guam since the 16th Century. Many question the di scovery by the Spaniards, the occupation of the Americans and the Japanese that shaped the island’s history that makes its culture very fascinating. Understanding the islands struggles that have lead to the American status that it eventually became after many centuries of fighting.Guam of today is truly a mixed community with a distinctive culture, the foundation of which is ancient Chamorro heavily influenced by the Spanish occupation and the Catholic Church. Strong American influence is also evident in the celebration of many public holidays, the form of Government and the pride in being U. S. that is displayed by the natives. Guam’s culture has also been influenced and enriched by the Filipino, Japanese, Korean, Chinese and Micronesian immigrants each group of who have added their unique contributions.According to the 2000 Census of Population and Housing the present population of Guam, is approximately 154,805 whom roughly 37% are Chamorro, 26% Filipino, 11% other Pacific Islander with the remaining 26% primarily Caucasian, Chinese, Korean and Japanese, all of whom bring their cultural heritage and customs and contribute to Guam’s unique culture and appeal. (U. S. Department of Commerce, 2004) SPANISH ERA According to the journals of Antonio Pigafetta, whom was an Italian scholar and traveler form the republic of Venice.Pigafetta travelled with Portuguese explorer Ferdinand Magellan and recorded most of Magellan’s travels. Ferdinand Magellan on March 6, 1521, first discovered the island. (Pigafetta, 1995, p. 18) During his stop on the island, the natives canoed out to the ships and stole everything that was not secured or tied down. The weakened sailors had trouble fending off the tall and robust natives until a few shots from the  Trinidad’s big guns frightened them off the ship and they retreated into the surrounding jungle. The purpose of Magellan’s visit was to restock on supplies and find food.After Magellan ’s travel throughout the Marianas, it was primarily his experience on Guam that the Marianas was named Li Ladroni, the island of thieves. (Suarez, 1999, p. 133) Although Magellan was considered the first European explorer to step foot on Guam's beaches, it was known that Guam and the other Mariana islands were formally claimed by the Spanish Crown in 1565 by General Miguel Lopez de Legazpi for Spain. King Phillip II of Spain wanted trade to begin with the Phillipine islands, islands named after him. Legazpi was sent across the pacific from Mexico, which was a colony of Spain in 1564.During Legazpi’s sail across the pacific, King Phillip ordered him to take possession of all land and any island encountered. Additionally, he wanted Legazpi to find a route between Mexico and the Philllipines that would go through the pacific. Legazpi and his fleet reached Guam on January 22, 1565 and docked his ships for four days. After days of waiting, they finally went on shore on Janu ary 26, 1565 to claim Guam and posted the Spain flag. (Cunningham ; Beaty, 2001) Legazpi and his men stayed on Guam for eleven days.During this visit, Legazpi was so afraid of upsetting the Chamorro’s that he ordered all crew members not to go on shore without his permission. The Chamorro’s were much friendlier, canoeing out to greet the voyagers with food and supplies, a much different experience the Spanish explorers had remembered during their last Guam visit. Clever and sly, the Chamorro’s were always trying to trade rice for nails. Frequently the natives would fool the voyagers by placing rice in the top of the bag and filling the bottom with rocks and straw.When the men went ashore to fill the kegs with water, an altercation took place, and one of Legazpi’s men was killed. Legazpi was upset and ordered a hundred men to go to the island and punish the Chamorro’s. The result was three Chamorro’s hung and killed; and many houses and canoe s burned. Following the incident Legazpi declared anchors to be lifted and the Spaniards journeyed for the Philllipines. (Rogers, 1995, p. 14) Catholocism was the first religion introduced on the island during the 1600’s.The major influence and main support came from one of the main leaders on the island during that time. Chief Quipuha was the maga’lahi or highest-ranking male, in the area of Hagatna when the Spanish landed off its shores in 1668. On June 15, 1668 missionaries led by Spanish Jesuit Padre Diego Luis de San Vitores of Burgos, of Spain, whom landed off the shores of Hagatna. They were greeted and welcomed by Chief Quipuha, the name Ke puha or Quipuha means, â€Å"to uphold†. Chief Quipuha was so welcoming to these missionaries; he even offered a plot of land in Hagatna for the mission. Political Status Education Coordinating Commission, 1995) It was on this offered land where the first Catholic Church in Guam was built and Catholicism was introduce d. Chief Quipuha died in 1669, but his legacy left a tremendous impact that allowed the Spanish to continue its legacy for the Manila Galleon trade, which was the exchange of goods between Asia and Mexico. (Naval Station Guam) About a century later, In April of 1672, Padre Diego Luis de San Vitores and his Filipino assistant were killed by Chief Mata’ pang of Tumon for baptizing the Chief’s baby girl without the Chief’s consent. (Rogers, 1995, p. 5) It is theorized, that Mata’ pang may have acted out of frustration from being compelled to the harsh rule of a foreign Spanish king. Whereas San Vitores tried to carry out his mission in a peaceful manner, the Spanish military ruthlessly governed the local populace to protect their Galleon routes. Regardless of Mata’ pangs motives, the death of San Vitores lead to an all-out war that nearly resulted in extinction of the Chamorro race. Sources have estimated Chamorro casualties to the fighting and diseas e reduced the population from 200,000 to roughly 5,000 by 1741, mostly women and children.The Spaniards imported Spanish soldiers and Filipino’s to restock the population, marking the end of the pure Chamorro bloodline. (Rogers, 1995, pp. 41-57) After 1695, Chamorro’s were forced to settle in five villages: Hagatna, Agat, Umatac, Pago, and Fena, were monitored by the priests and military garrison, forced to attend Church daily and to learn Spanish language and customs. In 1740, Chamorro’s of the Northern Marianas Islands, except Rota, were removed from their home islands and exiled to Guam.Mata’ pang himself was killed in a final battle on the island of Rota in 1680. Having been vilified for the incident that sparked the decimation of the pure Chamorro race, the name Mata’ pang has evolved to mean silly. (Donald L. Platt, 2009) During the 18th century, the English pirates who visited Guam to take on supplies and provisions preyed upon the Spanish g alleons. Guam was a host to a number of scientists, voyagers, and whalers from Russia, France, and England some of whom provided detailed accounts of the daily life on Guam under Spanish rule.Evidence of Spanish buildings, bridges, churches and forts can still be seen across the island, especially in the southern areas of the island. Spanish cannon still overlooks Hagatna and Umatac bays from Forts Agueda and Soledad, the Plaza de Espana, once the Spanish Governor’s Palace, still stands in central Hagatna, and sunken Spanish galleons still lie under Guam’s crystal clear waters. The architecture and design of structures build long after the Spanish era, such as the bridge in Umatac, which still has distinct Spanish quality. (Donald L.Platt, 2009) AMERICAN PERIOD During the Spanish-American war Guam was ceded to the United States by the Treaty of Paris, which ended the Spanish American war in 1898 and Guam was formally purchased from Spain for $20 million in 1899. At the time of the turnover, the local population of Guam had grown to about 10,000 inhabitants. U. S. President William McKinley issued an executive order placing Guam within the administration of the Department of the Navy. Captain R. P. Leary was appointed the island’s first U. S. Governor. (Rogers, 1995, p. 14) Under Navy administration, Guam experienced many improvements in the areas of agriculture, public health, sanitation, education, land management, taxes, and public works. Orders issued by Captain Leary on August 16, 1899, regulated the importation and sale of intoxicating liquors; regulated the celebration of church and other holidays; prohibited the transfer of land without the consent of the government; prohibited concubine and required that marriage be performed between persons that were cohabiting; prohibited exportation of certain articles in common use among he people; required persons without a trade or regular employment to pant specified commodities and keep cer tain live stock; regulated the keeping of dogs and other animals running at large; abrogated the Spanish system of taxation and provided a new one; established a public system of nonsectarian education; and required each adult to learn to write his or her own name within a specified time. (Rogers, 1995, p. 119) In 1927, the people of Guam, including schoolchildren who donated a penny each, collected $703. 92 to have a ship’s bell and a commemorative plaque manufactured in Shanghai, China.The bell was presented to the Navy and has served distinctively on each of the three USS Guam Naval vessels. (Palomo, 1999)The U. S. Navy continued to use Guam as a refueling and communication station until 1941, when it fell to invading Japanese forces shortly after the attack on Pearl Harbor. â€Å"The bell, along with a commemorative bronze plaque, has been returned to Guam after the decommissioning of the USS Guam, an amphibious assault ship (LPH-9), on August 25, 1998 at the Norfolk, Vi rginia, Naval Base. The USS Guam is the third Navy vessel named after Guam. † (Palomo, 1999)JAPANESE OCCUPATION On December 10, 1941, Guam surrendered to the Japanese South Seas detachment after a valiant defensive struggle by the island’s Insular Force Guard and a limited number of U. S. Marines. Guam became the only populated U. S. soil to be occupied by another country in World War II. Guam was renamed â€Å"Omiya Jima† and for 31 months, the people of Guam were forcibly subjected to intolerable hardships administered by the Japanese military. Although some measure of religious practice and business activities were permitted, atrocities, grenade slaughters and rapes were common.The 29th Division of Japan’s Kwantung Army established concentration camps and approximately 600 Chamorro’s were executed. (Rogers, 1995, pp. 163-181) Some Chamorro’s were beheaded when the Japanese learned of the 3-year humanitarian effort by Chamorro’s to s uccessfully feed and hide U. S. Navy radioman George Tweed, who escaped in the initial invasion. Tweed’s cave is a popular â€Å"boonie stomping† destination on Guam today. (Babuata, 2009) Many landmarks of the Japanese occupation, including gun emplacements and tunnels can still be seen around the island of Guam. LIBERATION AND U. S. TERRITORIAL STATUSRecord tonnage of naval bombardment in which thousands of Japanese and Chamorro’s marked the campaign for the liberation of Guam lost their lives and the city of Hagatna was nearly destroyed. American forces landed on July 21, 1944 at Asan and Agat beaches. In honor of the bravery and sacrifices of all those who participated in the Pacific Theater of World War II, including soldiers, sailors and marines of the United States, Japan, Australia, Canada, China, France, Great Britain, New Zealand, the Netherlands, and the Soviet Union, the landing area has been designated as the â€Å"War in the Pacific National Histo ric Park. During the following bitter three week campaign, 7,000 U. S. and 11,000 Japanese lives were lost before Guam was reclaimed and once again under American administration. (Aguon, 2009) Today, July 21st, Guam Liberation Day, is a major Guam holiday. All government offices and most businesses are closed as the island celebrates with daylong fiestas and a parade down Marine Corps drive in Hagatna. Because of its strategic position, Guam was used as a command post for U. S. Western Pacific operations until the War came to an end in 1945. On May 30, 1946, the U. S. Naval Government was re-established.Although concluded over 50 years ago, World War II still exerts a major influence on Guam. Relics and evidence of the War are still evident all across the island and divers can survey wrecks of Japanese, American, German and other ships and airplanes under Guam’s warm clear waters. On January 24, 1972, the last Japanese World War II holdout, Sergeant Shoichi Yokoi, was discove red in the cave in which he had been hiding since his unit was scattered by the advancing Americans in July 1944. Sergeant Yokoi’s cave at Talofofo falls has been preserved as a popular attraction for visitors. (Aguon, 2009) As the Westernmost U.S. soil in the Pacific, Guam today remains a strategic outpost for the U. S. military. In 1949, U. S. President Harry S. Truman signed the Organic Act making Guam an unincorporated territory of the United States with limited self-governing authority and granting American citizenship to the people of Guam. In 1962, security clearance requirement for travel to Guam, which had been in place since World War II, were lifted permitting Guam’s economy to flourish and opening an influx of new residents of diverse nationalities and races such as Filipino, Japanese, Korean, Chinese, Indian, Pacific Islanders nd Caucasian. (Rogers, 1995) CULTURE The core of Guam culture, the Chamorro, is characterized by a complex social protocol centered upon respect, caring, accepting and helping one another. Inafa’maolek, or interdependence, is a central value in Chamorro culture that depends on a spirit of cooperation. Historian Lawrence Cunningham in 1992 wrote, â€Å"In a Chamorro sense, the land and its produce belong to everyone. This is the armature, or core, that everything in Chamorro culture revolves around. It is a powerful concern for mutuality rather than individualism and private property rights. The culture is visibly manifested in the kissing of the hands of elders, passing of legends, music, dance, chants, courtship rituals, handicrafts, burial rituals, preparation of herbal medicines, and requesting forgiveness from spiritual ancestors when entering a jungle. Glimpses of Guam culture are evident in local legends and folklore such as the taotaomona (ancient spirits), doomed lovers leaping to their death off Two Lover’s Point (Puntan Dos Amentes), and Sirena, a beautiful young girl who became a merma id. Guam Society and Culture Complete Report, 2010) The Spanish occupation was based on conquest and conversion to â€Å"save the heathen souls†, implemented by force, which nearly resulted in the total extermination of the pure Chamorro race. However, the Spanish failed to recognize that the Chamorro culture was matrilineal and largely ignored the influence of the Chamorro women, which likely accounts for the fact that the Chamorro culture has endured to this day. The greatest influence of the Spanish over Guam’s culture was through the Catholic Church, which has, since the 17th century, been the center of village activity.Today, every village has its patron saint whose feast day is celebrated with an elaborate fiesta, to which the entire island is invited. These fiestas, whereupon by duty, extended families contribute food and work to cook for the village guests remain a key attribute of the culture of Guam till’ this day. Chamorro society emphasizes respect f or the elderly. The practice of  manngingi (â€Å"to smell†) entails sniffing the right hand of an elderly person to express one's deep regard. Before colonial rule, Chamorro’s recognized the power and authority of clan elders.Informal positions of authority were granted to elders who commanded the respect of their clan members. Elders could pool the labor and material resources of their clans in times of need. (Guam Society and Culture Complete Report, 2010) Today thousands of tourist visit the island to experience a blend of Spanish, Micronesian, Asian and western influences that have inhabited Guam for the past 300 years. The experience of the island’s history and living traditions when you visit historic sites or by sampling some of the island’s delicious food.In conclusion, because Guam is the because island in the pacific, and a strategic point in the pacific, it is a valuable territory that will always be secured by America and very much apprecia ted. Although, the natives appreciate the Americas presence and Guam’s current political status on the island, they are still fighting for a lot of the original land to be returned to original landowners. The natives endured many struggles from Spain and Japan in order for the island to be what it is today.The diverse influence that started from the Spanish era, the Japanese occupation, and then the liberation from the Americans is what makes the Chamorro culture very unique. The new generation is fighting to preserve what is left of the island’s history, and many organizations are working to promote the culture through song and music. References Aguon, Katherine, PhD and Palomo, Tony. WWII: From Occupation to Liberation, referenced April 12, 2011, 2009 Guampedia, URL: http://guampedia. com/wwii-from-occupation-to-liberation/ Babauta, Leo. George Tweed, referenced April 11, 2011, 2009 Guampedia, URL: http://guampedia. om/george-tweed/ Ballendorf, Dirk & Foster, Sophie. Guam. (2011). In Encyclop? dia Britannica. Retrieved from http://www. britannica. com/EBchecked/topic/247691/Guam Coomans, Fr. Peter. (1997). History of the Mission in the Mariana Islands: 1667 –  Ã‚  1673. Occasional Historical Papers Series No. 4. Translated and edited by Rodrigue Levesque. Saipan, CM:  Ã‚  Division of Historic Preservation Cunningham, Lawrence J. ; Beaty, Janice J. 2001 A History of Guam. Hagatna, GU; Bess Press Guam Society and Culture Complete Report. World Trade Press Date Published: 2010 LC Call Number: DU647 ISBN: 9781607804727 Naval Station Guam.Chief Quipuha (Ke puha) Statue. Retrieved April 09,2011 from http://ns. gov. gu/quipua. html Palomo, Antonio. The Guam Bell. Referenced April 14, 2011. 1999 Guam. org, URL: http://guam. org. gu/guambell/ Rogers, Robert F. (1995). Destiny’s Landfall: A History of Guam. Honolulu, HI: University of Hawai’i Press. Under the Organic Act 1950-1970 224-232 Smith, J. (2004). Martin Luther. In L. Mc Donald (ed. ), Encyclopedia of science and religion. Babson Press. Retrieved November 20, 2003, from http://www. scireligion. com/ml Suarez, Thomas (1999). Early Mapping of Southeast Asia. Singapore; Periplus Editions (HK) Ltd.