Expansionism in the late 19th/ Early 20th century :: American America History

Expansionism in the late 19th/ Early 20th century Expansionism in America during the late nineteenth and early twentieth century shared many similarities and differences to that of previous American expansionist ideals. In both cases of American expansionism, the Americans believed that we must expand our borders in order to keep the country running upright. Also, the Americans believed that the United States was the strongest of nations, and that they could take any land they pleased. This is shown in the "manifest destiny" of the 1840's and the "Darwinism" of the late 1800's and early 1900's. Apart from the similarities, there were also several differences that included the American attempt to stretch their empire across the seas and into other parts of the world. Throughout history, the United States had come off as a stubborn nation that would take what they wanted at any cost. This was prevalent in both cases of expansion as the Americans risked war and national safety for the sake of gaining land, or even merely for proving a point. During the early years of expansion, the Americans had pushed aside the Native Americans and whoever else inhabited the land they wanted. They believed that the land was rightfully theirs and that every one else was merely squatting on their territory. This idea was continued into the early twentieth century as the Americans looked to the oceans for new territories to their kingdom. This idea is greatly exemplified in document 'E', in which Senator Albert J. Beveridge delivers a speech to Congress, saying that, "...and thanksgiving to Almighty God that He has marked us as His chosen people, henceforth to lead in the regeneration of the world..." In contrary to America's earlier beliefs, however, the race for expansion became more of a global competition than that of controlling the surrounding lands. Other countries were quickly scooping the remaining uncontrolled territories up, and America felt that they needed to stake their clam in imperialism around the world. The cartoon presented in document "A" shows how all the European countries were picking away at the lands still open for taking. In addition to the sense of "catching up" with the other nations around the world. America also felt that they were more powerful than ever, with the addition of an improving navy, turning their attention to the seas for conquer. During the earlier attempts of expansion, America had virtually no navy, which made oversea conquest out of their reach, leaving them only the surrounding areas for taking. Expansionism in the late 19th/ Early 20th century :: American America History Expansionism in the late 19th/ Early 20th century Expansionism in America during the late nineteenth and early twentieth century shared many similarities and differences to that of previous American expansionist ideals. In both cases of American expansionism, the Americans believed that we must expand our borders in order to keep the country running upright. Also, the Americans believed that the United States was the strongest of nations, and that they could take any land they pleased. This is shown in the "manifest destiny" of the 1840's and the "Darwinism" of the late 1800's and early 1900's. Apart from the similarities, there were also several differences that included the American attempt to stretch their empire across the seas and into other parts of the world. Throughout history, the United States had come off as a stubborn nation that would take what they wanted at any cost. This was prevalent in both cases of expansion as the Americans risked war and national safety for the sake of gaining land, or even merely for proving a point. During the early years of expansion, the Americans had pushed aside the Native Americans and whoever else inhabited the land they wanted. They believed that the land was rightfully theirs and that every one else was merely squatting on their territory. This idea was continued into the early twentieth century as the Americans looked to the oceans for new territories to their kingdom. This idea is greatly exemplified in document 'E', in which Senator Albert J. Beveridge delivers a speech to Congress, saying that, "...and thanksgiving to Almighty God that He has marked us as His chosen people, henceforth to lead in the regeneration of the world..." In contrary to America's earlier beliefs, however, the race for expansion became more of a global competition than that of controlling the surrounding lands. Other countries were quickly scooping the remaining uncontrolled territories up, and America felt that they needed to stake their clam in imperialism around the world. The cartoon presented in document "A" shows how all the European countries were picking away at the lands still open for taking. In addition to the sense of "catching up" with the other nations around the world. America also felt that they were more powerful than ever, with the addition of an improving navy, turning their attention to the seas for conquer. During the earlier attempts of expansion, America had virtually no navy, which made oversea conquest out of their reach, leaving them only the surrounding areas for taking.

Symbolism In The Veil Essay -- Nathaniel Hawthorne

Symbolism In The Veil The veil that the minister wears in "The Ministers Black Veil", by Nathanial Hawthorne represents the emphasis on man's inner reality, and those thoughts and feelings which are not immediately obvious. As Hawthorne explored this inner nature, he found the source of dignity and virtue, and certain elements of darkness. When the minister first walks out of his home wearing the veil, everyone is astonished. This one man in this village decides to be a nonconformist and wear this veil without explanation. No one understands why the minister would wear such a veil for no reason at all. This is where all the assumptions begin to linger. All of the villagers have a story for why the veil is there. These people are not trying to understand it. These villagers are just trying convince themselves that the veil is hiding something, like a deformation of the ministers face. Others think that Mr. Hooper is hiding something else, like a secret no one is supposed to know about. This black veil conflicts with everyone in the village in some way. Is this veil a problem only because everyone is afraid of what they might be hiding? Perhaps this veil is a symbol of the mistrust Mr. Hooper has to those people closest to him or maybe he is trying to show this society that there is a greater lesson to be learned from this black veil than just an apparent one: That mysterious emblem was never once withdrawn. It shook with his measured breath as he gave out the psalm; it through its obscurity between him and the holy page, as he read the scripturesÂ… Did he seek to hide it from the dread Being whom he was addressing? (1281) After seeing the black veil upon the face of Mr. Hooper, every person in the villag... ... tremble at me alone? Â…Tremble also at each other! Have men avoided me, and women shown no pityÂ…only for my black veil? What, but the mystery which it obscurely typifies, has made this piece of crape so awful? When the friend shows his inmost heart to his friendÂ…when man does not vainly shrink form the eye of his Creator, loathsomely treasuring up the secret of his sin; then deem me a monster, for the symbol beneath which I have lived, and die! I look around me, and lo! On every visage a black veil! (1288-89) The black veil is a symbol, something that Hawthorne uses to stand for the blocked wall between all human souls. Hawthorne is simply suggesting that every person wears his own "black veil". On the other hand, if people are willing to acknowledge the darkness in themselves, there will come a time when everyone shall set aside their veils.

Aids/Hiv Essay 6

Kimberly S. Johnson SOS 313: Social Implications of Medical Issues Human Immunodeficiency Virus Infection and Its Deadly Effects Deanna Swinford March 14, 2010 Over the past few decades Human immunodeficiency virus (HIV) infection & Acquired immunodeficiency syndrome (AIDS) prevention strategies has focused on helping high risk individuals including individuals uninfected with HIV. The responsibility of National programs is to inform the public regarding prevention strategies, identify priorities, plan, and implement disease prevention strategies. It’s common knowledge all over the world that HIV infection is the leading cause of death. â€Å"Human immunodeficiency virus HIV and AIDS remain the leading causes of illness and death in the United States. As of December 2004, an estimated 944,306 persons had received a diagnosis of AIDS, and of these 529,113 (56%) had died† (Center for Disease Control, 2010). Approximately 40,000 new cases of HIV infection occur each year and 40 million people worldwide are now living with HIV† (Falvo, 2010, pg. 318). Everyone knows, or should be aware that there’s no way to restore their damaged immune system, and no cure for HIV, nor for AIDS. Advances in medical systems today have shown improved life expectancy. â€Å"Since 1995, the number of deaths from AIDS in the United States has declined so sign ificantly that HIV/AIDS is no longer treated as a terminal illness but rather as a chronic condition to be managed† (Falvo, 2010, pg. 18). â€Å"A virus is an infectious organism that cannot grow or reproduce outside living cells. To survive, it must enter a living cell and use the reproductive capacity of that cell for its own replication. Consequently, when a virus enters a cell, it instructs the cell to reproduce the virus† (Falvo, 2010, pg. 313). Normally the body recognizes these as foreign, this is how a healthy immune system is suppose to work, as I remember from anatomy and physiology, then will destroy the foreign cells. Some will remain dormant, sometimes for long periods of time, and without causing problems, but still will remain in our body with other cells and can replicate at any time. â€Å"HIV infection is caused by a retrovirus called HIV. A retrovirus uses a complicated process called reverse transcription to reproduce itself. This process uses a viral enzyme called reverse transcriptase to integrate the virus’s genetic material into the other cells. HIV essentially takes over these cells—primarily the CD4 cells to produce more HIV. They multiply extremely rapidly and some errors caused by this rapid generation of ells are not corrected, so there are constant mutations of the virus. Some of the cells containing the virus burst, releasing HIV directly into the blood stream. Consequently, there can be both infected cells and virus in the blood traveling to other sites† (Falvo, 2010, pg. 313). This rapid generation of cells explain why some patients who may have been somewhat stable, then they rapidly deteriorate or their medications do not seem to work anymore. The symptoms of HIV and AIDS vary depending on the phase of the infection. â€Å"Early infection—when first infected with HIV, you may have no signs or symptoms at all, although it’s more common to develop a brief flu-like illness two to four weeks after becoming infected. Signs and symptoms may include: * Fever * Headache * Sore throat * Swollen lymph glands * Rash Even if you don’t have symptoms, you’re still able to transmit the virus to others. Once the virus enters your body, your immune system also comes under attack. The virus multiplies in your lymph nodes and slowly begins to destroy your helper T cells (CD4 lymphocytes) —the white blood cells that coordinate your entire immune system† (Mayo clinic, 2010). In my opinion, this phase is when most HIV is transmitted, sexually people don’t know they have it, they are engaging in unprotected sex and it’s just too late. This among others is a priority needed regarding informing public awareness. â€Å"Later infection—you may remain symptom free for eight or nine years or more. As the virus continues to multiply and destroy immune cells, you may develop mild infections or chronic symptoms such as: * Swollen lymph nodes-often one of the first signs of HIV infection * Diarrhea * Weight loss * Fever * Cough & Shortness of Breath This phase is scary in itself; it could be a multitude of conditions, an individual wouldn’t know, depending on their lifestyle, probably have a clue that they have aides. I do not think any of our physicians would guess HIV infection either. Thinking back, I have taken care of a few HIV patients, and if I didn’t already know they had the infection, I don’t think I could have guessed it! But they do have a dark circles around their eyes, deathly look, and very pale. A number of the signs and symptoms are just what you would guess for the flu, or respiratory infection. Just think for so many years, they are carrying the virus, and not knowing! â€Å"During the last phase of HIV—which occurs ten or more years after the initial infection, more serious symptoms begin to appear, infection may then meet the official definition of AIDS. In 1993 the CDC redefined AIDS to mean the presence of HIV infection as shown by a positive HIV antibody test plus at least one of the following: * The development of an opportunistic infection-an infection that occurs when your immune system is impaired. Such as: Pneumocystis carinii pneumonia (PCP) * A CD4 lymphocyte count of 200 of less (normal 800-1200) By the time AIDS develops your immune system has been severely damaged, making you susceptible to opportunistic infections. The signs and symptoms of some of these infections may include: * Soaking night sweats Shaking chills or fever higher than 100*F for several weeks * Dry cough and Shortness of Breath * Chronic diarrhea, Headaches * Persistent white spots or unusual lesions on your tongue or in your mouth * Blurred or distorted vision, Weight loss You may also begin to experience signs and symptoms of later stages HIV infection itself, such as: * Persistent, unexplained fatigue * Soaking night sweats * Shaking chills or fever higher than 100*F for several weeks * Chronic diarrhea, persistent headaches Everyone should get tested especially if they are engaging in high risk behavior, like IV drug use, unprotected sex. Every community should also make their people knowledgeable about services available to them. High risk individuals also need to know these test are private and not released to anyone else, including the federal government, employers, insurance companies and family members, unless of course the individual gives permission or consent to do so as stated by the Mayo Clinic. (2010). There are several ways to become infected with HIV: Sexual Transmission: Vaginal, anal or oral sex with an infected partner whose blood, semen or vaginal secretions enter your body. * Infected blood: Since 1985, American hospitals and blood banks have screened the blood supply for HIV antibodies. * Needle sharing: Needles and syringes contaminated with infected blood. Sharing intravenous drug paraphernalia puts individuals at high risk * Accidental Needle sticks: HIV positive people and health care workers through needle sticks are low. Experts put the risk at far less than 1%. Mother to child: Each year nearly 600,000 infants are infected with HIV, either during pregnancy or delivery or through breastfeeding. If women receive treatment during pregnancy, the risk to their babies is significantly reduced. â€Å"In the U. S. most pregnant women are prescreened for HIV, and antiviral drugs are given. Not so in developing nations, where women seldom know there status, and treatment is limited or nonexistent. When medications aren’t available, Caesarean section is recommended instead of vaginal delivery. Other options, such as vaginal disinfection, haven’t proven effective† (Mayo clinic, 2010). Other sources of transmission can be sexual devices that are not washed or covered with a condom. The virus also can be present in vaginal tears or the rectum, which places the person at greater risk of developing HIV. Needle users also should be informed that some communities have a needle exchange program where they can trade used needles and syringes for new ones. Most individuals diagnosed with HIV/AIDS use a test to predict their prognosis called viral load. This measures the amount of virus in the blood, of course the lower the load the better their prognosis. The Centers for Disease Control and Prevention (CDC) encourages adolescents and adults ages 13 to 64 as a part of their routine medical care for these ages. Yearly testing should be done. Several tests can be done, including ELISA, and Western Blot tests. ELISA looks for antibodies to the virus in a sample of your blood. If the test is positive, meaning you have the antibodies to HIV, they would repeat the test, and then do the western blot test, which checks for HIV proteins, combining the two tests confirms the diagnosis† (Mayo clinic, 2010). There are home tests in which you mail in a drop of your blood, and call a toll free number to receive the results in three to seven business days. This test is marketed by Home Access Health, is as accurate as a clinical test, and if positive, they are all retested. We all know, there is no cure for HIV, nor for AIDS, which was first identified sometime in the 80’s. Since that time a number of drugs have been developed to treat both HIV, and AIDS. The other problem, and a big one, with this condition, is the secondary infections that come along with HIV/AIDS. According to current guidelines, treatment should focus on achieving the maximum suppression of symptoms for as long as possible. This aggressive approach is known as highly active anti-retroviral therapy (HAART). The aim of HAART is to reduce the amount of virus in your blood to very low or even nondetectable levels, although this doesn’t mean the virus is gone. This is usually accomplished by three or more drugs . The first anti-retroviral drugs developed: Nucleoside analogue reverse transcriptase inhibitors (NRTI’s). They inhibit the replication of the HIV enzyme called reverse transcriptase. They include zidovudine (Retrovir), Iamivudine (Epivir), didanosine (Videx). A newer drug emtricitabine (Emtriva), which must be used in combination with at least two other AIDS medications, treats both HIV and hepatitis B† (Mayo clinic, 2010). Treatment should be also aimed at quality of life in my opinion, as most of these drugs cause a number of side effects, including the most common nausea, and diarrhea. Another drug, the Protease inhibitor, which interrupts HIV replication at a later stage in the life cycle by interfering with an enzyme known as HIV protease. It causes HIV particles in your body to become structurally disorganized and noninfectious. Protease inhibitors are usually prescribed with other medications to help avoid drug resistance. â€Å"A clinical trial with a Chemokine co-receptor inhibitors (CCR5 antagonists) make up a new class of drugs used to treat a type of HIV infection call ed CCR5-tropic HIV-1. The only drug in this class—maraviroc (Selzentry) was used in this trial , approximately twice as many people with CCR5-tropic HIV-1 infection who received maraviroc had undetectable viral loads after 24 weeks as did those who received more standard therapy in the control groups. The side effects of maraviroc may include liver and cardiovascular problems, as well as cough, fever, upper respiratory infections, rash and abdominal pain. â€Å"The President’s Emergency Plan for AIDS Relief (PEPFAR) is the most recent international social program instituted by the U. S. Government to combat HIV/AIDS. Since its inception in 2003, this foreign policy initiative has dedicated $63 billion for HIV/AIDS prevention and treatment in foreign countries. Despite PEPFAR’s many accomplishments, it continues to promote controversial prevention strategies† (Barney, Buckingham, Friedrich, Johnson, Robinson, Sar, 2010, p. 9). The most important thing to remember, and to be able to implement is to get individuals, and doctors to coordinate HIV testing into routine medical care. The CDC has initiated several strategies for prevention: Strategy 1: Incorporate HIV Testing as a Routine Part of Care in Traditional Medical Settings. CDC will issue recommendations strongly encouraging all health care providers to include HIV testing, when indicated, as part of routine medical care, like other routine medical tests by: * Promoting removal of real and perceived barriers to routine testing, including â€Å"de-coupling† HIV tests in the medical setting from extensive, pre-test prevention counseling. In some jurisdictions, statutory requirements, e. g. for pretest counseling, can serve as barriers to testing. * Working with professional medical associations and others to promote adoption of the recommendations. CDC will work with public and private payors to promote appropriate reimbursement incentives. Strategy 2: Implement New Models for Diagnosing HIV Infections Outside Medical Settings. * Encouraging the use of HIV rapid test—Some persons do not have access to traditional medical settings * Funding pilot projects in 2003, aimed at identifying the most effective models for HIV diagnosis and referral for medical and preventive care which CDC grantees can employ outside traditional medical settings Strategy 3: Prevent New Infections by Working with People Diagnosed with HIV and their partners. CDC will promote preventive and treatment services within and outside traditional settings by: * Working with HRSA to reach those who have been diagnosed with HIV but who are not receiving treatment and care * Conducting demonstration projects through health departments to provide prevention case management and counseling to people living with HIV. * Standardizing procedures for prevention interventions and evaluation activities to ensure that such measures are appropriate and effective. * Ensuring that requirements related to partner notification in grant guidelines are fully met. Piloting new approaches to partner notification, including rapid HIV testing for partners and using peers to conduct appropriate partner notification, prevention counseling, and referral. Strategy 4: Further Decrease Mother-to-Child HIV Transmission: Treatment of pregnant women and their infants can substantially reduce the number of babies born with HIV infection. * Promote screening of every pregnant wom an for HIV, using the â€Å"opt-out† approach. Make prenatal HIV screening a routine part of medical care. * Promote screening of newborns whose mothers HIV status is not known (Center for Disease Control, 2010). Historically, HIV and AIDS have been treated differently from other diseases or conditions. Since the last decade or so, it has changed, as far as how it is viewed medically. No longer is AIDS viewed as a deadly condition, rather it’s more looked at as a chronic, long term condition, that is treated like other diseases, we treat the symptoms, and the secondary infections. The problem with AIDS/HIV is the public doesn’t have the knowledge that the medical community has, and will probably never understand, or believe the real ways of contracting the infection. We as health care professionals need to continue to inform the public regarding prevention, and encourage more public awareness of the need to be tested before it is too late. References: Barney, R. , Buckingham, S. , Friedrich, J. , Johnson, L. , Robinson, M. , Sar. , B. (2010, Mar). The President’s Emergency Plan for AIDS Relief (PEPFAR): A Social Work Ethical Analysis and Recommendations. Journal of Sociology & Social Welfare. 37(1), 9-22. Retrieved from Ebscohost database. Bashook, P. , Linsk, N. , Jacob, B. , Aguado, P. (2010, Feb). Outcomes of Aids Education And Training Center HIV/Aids Skill-Building Workshops on Provider Practices. Aids Education and Prevention. 22 (1), 49. Retrieved from ProQuest database. Center for Disease Control. (2010). A Career with the CDC Global Aids Program. Retrieved from http://www. cdc. gov/globalAIDS/johs. html Falvo, D. (2009). Medical & Psychosocial Aspects of Chronic Illness & Disability. Boston: Jones & Bartlett. HIV/AIDS: ALL. (2010) . Retrieved from http://www. mayoclinic. com References Insert References Here.

Organic Chemistry Lab

Organic Chemistry Laboratory Report. Experiment 1: Crystallization. Objectives: 1. To study the crystallization process. 2. To identify the best suitable solvent to use for the crystallization process. 3. Gain an experience in purifying an organic compound by the techniques of the crystallization. Introduction. Crystallization is a technique which chemists use to purify solid compounds. It is one of the fundamental procedures each chemist must master to become proficient in the laboratory. Organic compounds isolated from their natural sources or prepared synthetically in the laboratory are usually impure.The impurities might be compounds with properties similar to those of the desired compounds, reaction-starting materials, products of side reactions, or simple dust or soil. Pure substances are not only important to chemists in their studies of matter but also are vital in other areas of study such as medicine where those substances might be used as medications Crystallization is bas ed on the principles of solubility: compounds (solutes) tend to be more soluble in hot liquids (solvents) than they are in cold liquids.If a saturated hot solution is allowed to cool, the solute is no longer soluble in the solvent and forms crystals of pure compound. Impurities are excluded from the growing crystals and the pure solid crystals can be separated from the dissolved impurities by filtration. Chemical requirement. Solvent: Distilled water, Ethanol, and Acetone. Solute: Acetanilide. Result: Data and Report Sheet. 1. 1 Choosing a suitable solvent.Solvents| solubility| Appearances and quantity of the crystal at room temperature | | Room temperature | Hot temperature| | Distilled water| insoluble| soluble| Crystal like white needle| Ethanol| good| -| No crystal| Acetone| good| -| No crystal| Why do you choose this solvent? It is because Acetanilide is more soluble in hot water but not in old water, also sugar is impurity it is very soluble in cold water therefore, it fits th e essential characteristics needed for the suitable solvent. . 2 Crystallization Appearance of acetanilide sample (before crystallization): white dust. Mass of acetanilide sample (before crystallization): 2. 15g. Appearance of acetanilide crystal: jelly white like white needle. Mass of filter paper: 1. 42g Mass of filter paper +acetanilide crystal: Mass of acetanilide crystal: Calculation. % yield of crystal =

Multiculturalism in Early Childhood Education Essay

Introduction In recent times, early childhood education is becoming more diverse. Early childhood providers are required to attempt many challenging tasks. One of the most difficult of these is providing our children with diverse, multicultural experiences. (Ogletree & Larke, 2010) Since the beginning of times, young children have been raised by their families, extended families, clans and communities. Even today, most childcare homes and many early childhood programs tend to be fairly consistent and quite similar to the child’s home background. Parents tend to choose childcare and early childhood programs based on whether the programs match their own views of education and discipline. (Tarman & Tarman, 2011) Programs nowadays are expected to provide the children with experiences outside of their groups, offering opportunities to teach them to be tolerant, respectful and accepting of differences. (Derman-Sparks, 1989) Bennet (1995) described multicultural education â€Å"as an approach to teaching and learning that is based upon democratic beliefs and seeks to foster cultural pluralism within culturally diverse societies and an interdependent world.† In Singapore, where we have a culturally diverse population, it is essential to be sensitive towards each other’s cultural practices, beliefs and views. Thus, the reason to include multicultural education into the early childhood education system deems as important. The logical reason being that brain research has proved that the â€Å"prime time† for emotional and social development in children is from birth to twelve years of age. (Abdullah, 2009) Issues in Including Multicultural Education in Early Childhood Education There are several issues that do not allow multicultural education to permeate the early childhood programs in Singapore. Curriculum The curriculum of a center shows the process in which learning outcomes will be achieved. Therefore, including the goals and objectives of multicultural education into the center’s curriculum is essential. It has to be infused throughout the curriculum. Good early childhood pedagogy reflects and empowers the diverse cultural backgrounds of the children and families with whom they work. (Robinson & Jones, 2006) Including children’s identity into the daily programming and planning of the early childhood curriculum is considered necessary for developing their self-esteem as well as cultivating  their appreciation for diversity that exists more widely in our society. (Abdullah, 2009) In Singapore, multicultural education is not a mainstream issue. With Singaporeans being more aware of issues and events through globalization and internet, it is truly essential that multicultural education is included in schools. Quah (as cited in Berthelsen & Karuppiah, 2011) has discussed the expanded ethnic and religious awareness strain among Singapore in recent years. Recent cases such as the wearing of the Muslim head-dress in government schools drummed up a buzz around the diverse ethnic groups in Singapore and resuscitated ethnic strains. These cases show that government policies need to be re-evaluated painstakingly so as to safeguard cultural harmony and maintain respect for cultural diversity. Thus, gaining support from the Government to deal with this issue indepth is significant. Language Development Usually the educational system in most countries applies the national language as the medium of instruction. However, multiculturalism and the distinguishment of the important role of language in studying makes it compulsory for differing qualities of dialect, abilities and correspondence styles to be recognized, esteemed and utilized within all early childhood services. The procurement for children to study the majority language whilst maintaining their first language ought to be underpinned and energized. This obviously is to propose bilingualism or in any event underpin for the home dialect as a strategy even at the unanticipated youth level. (Abdullah, 2009) Research has demonstrated that there can just be favourable circumstances to the child other than ensuring and regarding home dialect. (Hakuta, 1986) This primary issue and challenge for the procurement of bilingual training is one of human assets. Relatively few countries will have the personnel who themselves are bilingual or multilingual. Consequently, children with languages other than the national language to look, maintain and to develop  and broaden their language and concept development within early childhood services.(Vuckovic, 2008) All children have the chance to listen to, utilise and study the majority language in a steady environment where assets, materials and individuals are utilized to scaffold their learning in a majority language. Early Childhood Education Staff Staff working in childcare centers and early childhood education programs has the ability to create an impact on the children’s developing attitudes towards cultural diversity more than any other person in the child’s life. This is an undeniable fact. It is crucial that staff go through appropriate training or staff advancement programs, which include the essential knowledge, skills and attitudes for such an avocation. Teacher must take the steps necessary to better themselves as teachers in multicultural education settings. With the changing face of today’s classrooms, there is a growing need to address multiculturalism an diversity awareness. (Riskowski & Olbricht, 2010) Training courses for early childhood educators might as well have components in both content and conveyance that address diversity of cultures. (Verma, 2003) Pre-service preparation in the form of actual scenarios where teachers are set in multicultural or classrooms made up of cultures different from their own are particularly adequate in getting them to re-look at their existing convictions and biases.(Jacobson, 2003) This type of learning emphatically influences teachers’ manners towards teaching in diverse settings. Pre-service learning has the potential of enabling teacher candidates to stand up to challenging issues of social inequities and to start the deconstruction of lifelong attitudes and the development of socially just educators. (Baldwin, Buchanan & Rudisill, 2007) Issues Affecting Child as a Learner Children need an education, which allows them to take their place in this multicultural society. A child as young as two and three years are familiar with human distinctions and this mindfulness is connected with the improvement of specific disposition. An essential socialization as well as  preferences and habit pattern in the early years of life leaves a preserving impact on the individual. .(Jacobson, 2003) These findings feature the importance of bringing social values and attitudes to children’s attention during this critical developmental period. Using this evidence, it becomes clear that early childhood community needs to address the needs of multicultural children and their unique families. These children include biological, multiracial and multi-ethnic children in blended homes, foster homes, adoptive homes and a variety of biological homes. In the early years, the child’s family assumes the leading role in socialising the child to the conduct, beliefs, convictions and plans held inside their culture. (Garbarino, 1992) With the rise in the amount of working parents and children partaking in group programs from an early age, preschools have likewise turned into compelling socialisation force. (Berthelsen & Karuppiah, 2011) Young children who live in a multicultural community experience social differences firsthand; it is part of their world. Then again, other children who live in a monocultural group frequently have challenges comprehending and tolerating an environment that is not the same as theirs. Knowing increasingly about the noteworthiness of children’s voyages between home and school and the impacts of these adventures, teachers can help these children unite the universes of home and school and all different worlds that they might experience in theirdaily lives. (Vuckovic, 2008) Pressures from mass media likewise push an impact on children to fit in with a uniform set of necessitites, dialect, method of articulation inshort, a whole way of life. They are exposed to a ‘counter culture’, which declines and demoralizes articulation from expressing their culture of origin. Regularly, this brings about immense pressures for the children, with parents demanding adherence to the old customs, with traditions practised in the home and frequently in activities outside the home. The consequence is that by and large, parents get estranged from their children who are attempting to comprehend and adapt to their transitory sub-culture, yet endeavouring to make a successful modification into another society, which  secretively and frequently unintentionally denies them this right.( Lin & Bates, 2010) Misconceptions in Teachers The most common issue is misconceptions in multiculturalism. Educators are unsure of their own ability to define what their role is in teaching culture. Teachers need the knowledge, skills and positive attitudes to know what to teach and how to teach. (Berthelsen, & Karuppiah, 2011) Teachers need to teach in a way that will meet the needs of all of their students. It may not be easy and may require more attention, time and effort. An issue teachers face is that pre-service teachers are leaving their courses unassuming to educate in today’s diverse classrooms. The dominant parts of them are leaving courses after just having one or two essential modules on educating in a multicultural setting. They are not ready for interacting with different cultures than the shielded ones that a large portion of them live in. (Lin & Bates, 2010) They are not ready for the distinctive needs controlled by today’s multicultural student population. They end up being not as qualified in this area as they should be. One reason for this could be that teachers express that students oppose multicultural education. (Atwater, Freeman, Bulter & Morris, 2010) Why is this the case? Everyone holds his or her beliefs about things. The zone of multicultural instruction is no distinctive. One of the first things that a teacher must do is to analyse herself. She ought to perceive how the conclusions, convictions and viewpoints that she holds influence the curriculum that she is planning to teach. Whether purposeful or not, a teacher’s comtemplations, recognitions, inclinations and sentiments can likely be depicted to her students. (Nichols & Dong, 2011) A â€Å"tourist approch† towards multiculturalism where cultures are only taught through celebrations, food and traditional clothing is a very common sighting in Singapore. (Berthelsen & Karrupiah, 2011) It is both disparaging and trivializing and does not give a genuine comprehension of different societies.(Derman-Sparks, 1989) Teacher need to comprehend their own particular convictions about cultures and differing qualities so as to  execute multicultural education programs viably with young children. Teachers should take the steps important to better themselves as instructors in multicultural settings. This is no feat that can be accomplished overnight. Multicultural Education in Singapore Singapore is a multi-racial, multi-lingual and multi-religious society. Our population comprises mainly Chinese, Malays, Indians and others. Multicultural education is not a mainstream issue in Singapore. While the government has been capable to keep up peace and congruity through its political, social and financial strategies and unique days, it does not manage the issue in profundity. As Singaporeans are presently for the most part more mindful of issues and occasions around the world through globalization and the web, it has become progressively critical for Singapore to think about multicultural education in schools. In the meantime as empowering differences through conservation of the social personality of the racial and ethnic aggregations in the nation, the government has likewise attempted to work towards building social union around diverse assemblies, which offered ascent to the trademark ‘unity in diversity’. (Berthelsen & Karuppiah, 2011) For multicultural ed ucation to be viable, it must be taught in the early years of education and strengthened in the later stages. Since children’s attitudes to their and other social assemblies start to structure in the early years, early childhood educators can impact the improvement of uplifting demeanor towards others, as well as consolidating an educational program concentrate on tolerance wand cross-cultural understandings of others. Early childhood educators, however, cannot adopt a â€Å"tourist approach† to multiculturalism which generalizes other societies and transforms the multicultural educational module into a â€Å"tourist curriculum†. ‘Tourist curriculum† which educates about cultures through festivals and antiquities of society, for example, food and traditional clothing, is both disparaging and trivializing and does not give a genuine comprehension of other cultures. Teachers need to understand their own beliefs about culture and diversity in order to implement multicultural education programs effectively with young children. (Berthelsen & Karuupiah, 2011) A survey was done by Berthelsen & Karuppiah(2011) to find out their understandings of multicultural education and their perceptions of its  importance in early childhood education. This was conducted in Singapore among a variety of teachers workingin private and public kindergartens and childcare centers. The participants came from different ethnic groups in Singapore. Perceptions about multiculturalism and children’s learning In this case study, they found that most teachers had restricted comprehension of multiculturalism. They saw multiculturalism as just regarding race and in the connection of Singapore.  About 60% of the participants expressed that multicultural education implied having information of one;s culture and additionally other cultures. They believed that this learning is sufficient and would immediately carry individuals out of diverse societies together. Another 40% showed that children learn prejudices, dispositions, convictions and qualities from the adults around them, parents and teachers. They communicated convictions that schools assume a paramount part in educating children about diverse cultures. Beliefs about teaching for multiculturalism The same group of teachers were asked their beliefs about teaching for multiculturalism. Twenty of them thought directing a multicultural program implied examining distinctive cultures regarding their food, clothing, celebrations, traditions and so forth. This brings it back to the â€Å"tourist approach† that Derman-Sparks(1989) implied when educating about multiculturalism. They did not go past a tourist point of view in advancing an ‘anti-bias’ approach to educating and researching the distinctive cultures. Thirteen others said preschool centers should treat kids of diverse cultures similarly and decently. Sixteen teachers thought individuals might as well put stock in multicultural education and be supportive of it. The greater part of teachers who had constructive encounters in multicultural situations or with multicultural individuals were likewise more agreeable than others without such encounters in examining multicultural issues. A few teachers had reservations about talking over  Ã¢â‚¬Å"delicate† issues, for example race or religion. Professional learning needs about multiculturalism Based on the survey done by Berthelsen & Karuppiah(2011), the teachers comprehended that they needed to understand more about multicultural education. They agreed that teachers needed knowledge, skills and positive attitudes to know what to teach and how to teach. However, the teachers did not explicitly discuss the vitality of individual reflection to comprehend their own particular prejudices, demeanor, convictions and qualities, and how these could influence their educating and learning. There were no critical or elaborated ideas on the challenges and opportunities to implement multicultural education programs. Recommendations James A. Banks, a specialist in multicultural education, has developed the five dimensions of multicultural education. He realised that in his work, numerous teachers considered multicultural education as simply content integration, meaning utilizing samples, information and data from diverse cultures. (Ogltree & larke, 2010) The five dimensions are content integration, knowledge constructions, equity pedagogy, prejudice reduction and empowering school culture and social structure. He desired for teachers to have the skills and knowledge and racial attitudes needed to work with people from diverse groups and to use a wide variety of strategies that cater to a wider range of students. (Banks, 2002) Content Integration Teachers should use several different approaches to integrate content about racial, ethnic and cultural groups into the curriculum. One of the most popular is the Contributions Approach. When this approach is used, teachers insert isolated facts about ethnic and cultural group heroes and heroines into the curriculum without changing the structure of their lesson plans and units. Knowledge Construction It helps students to understand how knowledge is constructed and how it reflects the experiences, values, and perspectives of its creators. In this approach, the structure, assumptions, and perspectives of the curriculum are  changed so that the concepts, events, and issues taught are viewed from the perspectives and experiences of a range of racial, ethnic, and cultural groups. The center of the curriculum no longer focuses on mainstream and dominant groups, but on an event, issue, or concept that is viewed from many different perspectives and points of view. This is done while at the same time helping students to understand the nation’s common heritage and traditions. Teachers should help students to understand that while they live in a diverse nation, all citizens of a nation-state share many cultural traditions, values, and political ideals that cement the nation. Multicultural education seeks to actualize the idea of e pluribus unum, i.e. to create a society that recogn izes and respects the cultures of its diverse peoples united within a framework of democratic values that are shared by all. (Banks, 2002) Prejudice Reduction According to Banks, this dimension is important in creating a â€Å"more positive racial and ethnic attitudes.† Basically, this dimension is the aspect of education where the teacher helps to lessen the amount of prejudice within students. Equity Pedagogy Teachers change their methods to enable kids from diverse racial groups and both genders to achieve. Empowering School Culture and Social Structure James Banks talks about looking not just at individual classrooms, but at the total school culture to see how to make it more equitable and using the other four dimensions to create a safe and healthy educational environment for all. James Banks’ five dimensions support that a child’s racial attitudes can change but education must start early and that early childhood programs are the perfect place to start multicultural education. (Vuckovic, 2008) Teachers As such, how can we make this a better transition for both teachers and the children? Sheets(as cited in Nichols & Dong, 2011) said, â€Å"all teachers can begin and most evolve into culturally competent educators; however, it is  important to become conscious that the ardous journey from novice to expert requires hard work, relentless commitment, and a high investment of time and energy†. Two evident approaches for joining multicultural education with teacher education programs are infusion versus segregation, and culture-specific versus culture-general. (Melnick & Zeichner, 1997) Ladson-Billings (as cited in Berthelsen & Karuppiah,2011), proposed a basic structure for breaking down teacher preparation programs. She argued that, paying little mind to prospective teachers; race, ethnicity or backgrounds; the educational module should include a target on comprehending the way of pre-service teacher relationships and the cultural bases of the educational program, educating and society. The education of teachers should boost self-reflection on values and beliefs about cultural difference and advocate the studying approaches, which allow for teacher inclusion that is dymanic, significant and ethno-linguistically appropriate. The plans of Melnick and Zeichner (1997) and Ladson-Billings (as cited in Berthelsen & Karuppiah, 2011) could be connected to teacher education programs for early childhood education in Singapore. Such programs might investigate how preschool educators characterize and conceptualize multicultural education; fuse investigations of the history of race relationships; and use careful investigations and field encounters to provide teachers with chances to gain greater knowledge, skills and understandings of their own culture as well as of other cultural and language groups in their society. In particular, they should learn how to advance suitable programs for young children that consolidate encounters to permit children to comprehend cultural differences and encourage relationships between children of distinctive cultural backgrounds. Environment There is a need for physical environment where children are well versed to reflect the cultures represented by the children working within it. For example, pictures, books, art, music, activities, cooking and recognition of certain significant days important to each culture can reflect this orientation. (Jacobson, 2003) There is a need to advocate in children, knowledge of the similarities and contrasts in cultures, underscoring the  likeness while encouraging an inspirational demeanor towards and delight in the differences. This could be attained through celebrating various holidays, enjoying reading material, folklore, music, art, games and introducing foods of various cultures. There is a need for a social or racial match between some educating staff and children in schools to be accomplished. This shows how the administration and teachers work together to decrease racial stereotypes and prejudices in the school and increase democratic attitudes, values and behaviours. The support from management is definitely essential. (Banks, 2002) Conclusion Multiculturalism is worthwhile undertaking in early childhood education based on our country’s population. It prepares children for the challenges of the globalized world. To attain the above, early childhood settings need to plan an environment, which puts forth diversity positively through resources, and materials that do not sustain stereotypes. It is also essential that a multicultural education, from pre-school onwards permeates the whole curriculum. It is inadequate to commit a component regularly reputed to be ‘ethnic studies’ to a corner of the syllabus or to a half hour period for every week. Most desirable is that interpersonal relations ought to be passed on by long-term and rational modeling and that knowledge gained ought to be by first-hand experience. Important implications need to be addressed before infusing it into the early childhood curriculum and equal collaboration between children, teachers, parents, administrators, employers and the wider community is essential. (Vuckovic, 2008) References Abdullah, A. C. (2009) Multicultural education in early childhood: Issues and challenges. Journal of International Coopeation in Education, 12(1) Atwater, M., Freeman, T., Butler, M., Morris, J. (2010). A case study of science teacher candidates’ understandings and actions related to the culturally responsive teaching of â€Å"other† students. International Journal of Environmental and Science Education. 5. 287-318. Baldwin. S. C., Buchanan, A. M., & Rudisill, M. e. (2007). What teacher candidates learned about diversity, social justice, and themselves from service-learning experiences. Journal of Teacher Education, 58(4), 315-327. Bennett, C. (2003). Comprehensive multicultural education: Theory and practice. (5th ed.). Boston, MA: Allyn Bacon. Berthelsen, D., & Karuppiah, N. (2011). Multiculturaleducation: The understandings of preschool teachers in Singapore. Australian Journal of Early Childhood Education. 36(4). Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, D.C: National Association for the Education of Young Children. Garbarino, J. (1992). Children and families in the social environment (2nd ed.). New York: Aldine de Gruyter. Hakuta, K. (1986). Mirror of language: The debate on bilingualism. New York: Basic Books. Jacobson, T. (2003). Confronting our discomfort: Clearing the way for anti-bias in early childhood. Portsmouth, NH: Heinemann. Lin, M., & Bates, A. B. (2010). Home visits: How do they affect teachers’ beliefs about teaching and diversity? Early Childhood Education Journal, 38, 179-185. Melnick, S., & Zeichner, K. (1997). Teacher education for cultural diversity. Enhancing the capacity of teacher education for institutions to address diversity issues. In J. King, E. Hollins, & W. Hayman (Eds.), Meeting the challenge of diversity in teacher preparation (pp. 23-39). New York: Teachers College Press. Nichols, M. E., & Dong, E. (2011). Meeting the needs for today’s multicultural classroom: A review of literature. The Journal of Multiculturalism in Education, 7(1). Ogletree, Q., & Larke, P. J. (2010). Implementing multicultural practices in early childhood Education. National Forum of Multicultural Issues Journal, 7(1). Quah, J. S. T. (2000). Government policies and nation-building & searching for Singapore’s national values. Singapore: South East Printing. Riskowski, J. & Olbricht, G. (2010). Student views of diversity: A multicultural mathematics activity. Viewing transformation during the middle school years. Multicultural Education. 2-12. Sheets, R. (2009). What is diversity pedagogy?. Multicultural Education. 11-17. Tarman, I., & Tarman, B. (2011). Developing effective multicultural practices: A case study of exploring a teacher’s understanding and practices. The Journal of International Social Research, 4(17). Verma, G. K. (2003). Ethnic diversity and multicultural education: Cross-cutting issues and concepts. Proceedings of The International Conference on Globalization and Multicultural Perspectives in Education, Penang, Malaysia, 3-4 Dec. 2003. Vuckovic, A. (2008). Making the multicultural learning environment flourish: The importance of the child-teacher relationship in educating young children about diversity. Australian Journal of Early Childhood, 33(1).

Supply Chain Management Ups

SCM Transport| The Super Transport System| SCM Transport| The Super Transport System| Table of Contents Introduction * Transport * United Parcel Service Overview * Industry Impacts * Industry Overview 2009 & 2010 * Competition * Customers * Organisation of the System * Movement of freight * Conclusion * United Parcel Service To transport people or services in the twenty first century, the process can either be a long haul one or a short crisp and clean journey, of course depending on what exactly is being transported and where the point of origin is and the final destination.Supply Chain Management is the procedure by which this is done â€Å"†¦ moving from one location to another, safely, conveniently, and as economically as possible. Goods must be moved to a point of Distribution in order to be made available to the ultimate customer. † Lennon, SCM Transportation 2010 Transportation Transportation and logistics are crucial to our economy and society. As well as been res ponsible for the process of moving people and goods, the worlds transportation and logistics service is accountable for the creation of many concepts and inspiration for new technology.Transport is the means or process by which people and goods are moved from one location to customers, safely, conveniently and as economically as possible. – Logistics, The Stores, Inventory Control, Transport and Distribution Aspect. McInerney, 2000 From the invention of the first steam engine to the twenty first century fuel powered aircraft, express vessels and even transportation to outer space our economy has improved immensely with expertise and knowledge always improving in relation to transportation. Currently there is a great variation in the market for both domestic and industrial usage.Time is no longer a problem when it comes to moving from one continent to another. It only takes a matter of hours compared to the long process which once took months. Communication worldwide has benef ited from these improvements and this has a knock on effect on businesses. Different communities and societies now correspond with each other, transportation is always generating relations and theses relations have a major role in our society, in development, social, regional and economic consistency in the world. From every standpoint in a business operation a well organised and competent arrangement of transportation is vital.Manufacturers, customers and finally the consumer all need a reliable efficient system in place so that they can operate from. The manufacturer entails transport in both an inbound and outbound manner. A good system in this example will result in less capital engaged in stock because supplies can be acquired faster; therefore the manufactures company at large will have a better cash flow system. Also a cheaper rate of transportation will mean the company will have a higher profit margin and their chance of succeeding will increase. To the world at arge there are many advantages of an efficient transportation system including new markets, increased standard of living, etc as well as some weaknesses such as exploiting of inferior nations and the impact on nature along with many other predicaments. Elements of an idyllic transport arrangement are determined by expenses, safety, speed, convenience, flexibility and reliability, these elements come considered when choosing a mode of transport. On all sides of the globe there are many different means of transportation. They comprise of the well known road, rail, air, water and the lesser known pipeline, cable and space.The selection of the most appropriate style of transportation from the manufacture to the end customer or the movement of basically anything or anybody involves these elements of the transportation arrangement. In correspondence with the transport system at large and taking all the elements of an excellent operated system the author decided to base her report on a logistics serv icing company with an extensive assortment of transportation, e-commerce in addition to many business services. The company is identified as United Parcel Service (UPS) and is part of the world’s leading logistics operators.The author, in this report will focus on the corporation’s transportation system throughout the world. United Parcel Service Overview The company UPS is a well known reputable business which was established in 1907 by teenager named Jim Casey. The proposal for the company was recognised when the founder was employed by a private messaging company in Seattle, America. Whilst working there Casey recognised how the mailing services were inefficient. Little did he know that his initiative would launch the world’s largest small-package carrier company.From 1913, the business expanded and developed their potential. They no longer bound themselves to work with just mail but they introduced large packages, then motor vehicles, then deliveries for ven dors and merchandisers and then the shipping of parcels. Between the late seventies and early eighties, UPS began shipping parcels worldwide. To ignore dilemmas and jeopardise relations with their customers they avoided using commercial aircraft and set up their own airline business. Currently their position is the â€Å"9th largest airline in the world†. http://www. wikinvest. om/stock/United_Parcel_Service_(UPS) UPS was first established in the American state of Washington and found themselves operating in a company that was capitalized with $100 in debt. The company spread from eastern USA to the mid-west, from Los Angeles to New York the company soon spread to all parts of the States. Beginning with their first plane in 1952 to creating their iconic logos the company that is UPS always represented stability and is a highly regarded efficient operation. UPS constantly grows each year and is always at a bid to try and improve their services. Industry ImpactsThe author is wi thout doubt positive that this industry of transportation was sure to occur. Along with FedEx and some other competitors UPS commenced the operation of this industry. Constantly it is been pushed to higher grades, the next day delivery is a prime example. Previous to UPS AND FedEx the industry simply didn’t exist. The delivery of packages and documents was carried out by a haphazard system of carriers consisting of trucks, trains and aircraft that were often operated by independent entities. Neither speed nor reliability was a hallmark of this system. SRI International 2001, Global Impact of FedEx on the New EconomyIndustry Overview 2009 & 2010 Economic health is a key determinant of mail and package capacity. If the economy is not healthy, then the volume of domestic packages with in the U. S, to international packages, and onto freight and supply chain is reduced and UPS and others in their industry likewise. 2009: UPS and many other companies alike in their industry had a pessimistic outlook on their corporations mainly during the years 2008 and early 2009 because of the downturn in the world’s economy. Weaknesses lay all over the world, from Europe to Asia and American all suffered from this slowdown.It resulted in countless companies, from retailers to internet sources having a decrease in sales, and to the individuals that also availed of UPS’s services financially notable to pay for the services of USP. The demand for packages diminished. Some workplaces put up the shutters, whilst others put in place dramatic cutbacks as funds were not available for them and this directly affected UPS in 2008 and partly 2009. However because UPS had created a strong brand name, a good standing n the market and an excellent operations system in place they overcame the collapse of the worldwide market.Also the evacuation of some minor league competitors resulted in an overall enhancement for USP. From mid 2009 onwards the company reaped the rewards o f profits suffered earlier in the year, the volume of packages increased. Average daily volume for next day air increased 2. 8% over 2008 levels. Ground volume demonstrated an improving trend over the previous quarters despite a 2. 9% decline in the fourth quarter compared with 2008. -http://www. wikinvest. com/stock/United_Parcel_Service_(UPS) 2010: After an improvement in 2010, UPS has progressed even further in 2010.Profits are highly cyclical as they rely on a strong American, European and Asian Market and are growing even further into the undeveloped markets. For the first quarter of 2010, revenue increased by 7% to $11. 7 billion since the previous year's first quarter. This was mainly due to increases in yield and operating leverage. The overall increases in operating leverage were due to overall growth in all business segments, most notably the growth in the international package and supply chain business. Higher revenues were also due to increases in base pricing and higher fuel surcharges.Higher prices were possible due to the recovery from the 2008-2010 recessions. In the overall, net income increased by 37% UPS expects these increases to continue throughout the year, producing substantial revenue growth from recessionary levels. Wiki Analysis -http://www. wikinvest. com/stock/United_Parcel_Service_(UPS) Competition The UPS Corporation is a multibillion dollar enterprise with over 200,000 employees. In their industry of transportation and logistics UPS has only three chief contenders, FedEx, DHL and United States Postal Service (USPS). Between the four companies they provide equal services, however their ifferences lies in the prices, which is an apparent point of competition, but is only an issue in undeveloped markets. Also the availability of the service provider in specific locations is another distinction. Competition is rigid, but because of the vast investment devoted by each of the companies there is only a few major competitors. FedEx curre ntly stands as UPS’s biggest competition. They are the only treat to UPS as they could manage to outsize them in this industry. They offer the exact same services, and both operate in the same league but the scale of operation between the two rivals is different.However FedEx has the reputation for being much more expensive in relation to their products. DHL is another key contender for UPS. This company mainly operates from their base country of Germany and is involved in the traditional postal services. As well as that they offer an array of services, whether you are shipping across town country or continent. They also hold with them the title of being the world’s largest logistics provider. As of now the European market for UPS is on a rise so warms up the competition for both companies even further.United States Postal Service (USPS) is a direct competitor of UPS, however they have come together to operate a win-win situation for both companies. UPS partnered with the US Postal Service to offer UPS Mail Innovations, a program that allows UPS to pick up mail and transfers it to a USPS center, or destination delivery point (DDU), for final distribution. http://www. sooperarticles. com/business-articles/fedex-express-competitors-19758. html As well as these main competitors, UPS also battles their market share out with operators such as Canada Post, Royal Mail, Japan Post, and many other postal, cargo and courier companies.Customers Many individuals and business use UPS to send or receive vital information. The overnight service which UPS provides is popular as some fundamental transactions for business may have to be prepared or concluded. Other companies utilize the service to send apparatus and mechanical equipment which may be required instantly to keep industrial units and technology in operation. Overall there is a demand for urgent mail, packages, and freight transportation worldwide.Any transportation company will have a wide variety of customers, and UPS’s include entertainment, banking, science, construction, insurance, gambling, telecommunications, housing, legal, data processing, education, manufacturing, retail, medical and even the steel industry. For ever customer, there is a specific need, UPS addresses these needs and examine the characteristics of the product and get an understanding of the best mode of transportation for the customer and their goods, destination is too considered and the customer can undertake the application process online and decide and choose for themselves the best option for them.As UPS falls into the service industry a key issue for them is to create and maintain good customer relations, this leads onto customer loyalty with the brand of UPS, the company then can observe a growth in profits, now they can avail of the opportunity to escalate and advance and as a service industry employees must understand the importance these good relations. Just of late September 2010, UPS la unched a fresh logistics television advertisement campaign.UPS wanted to show potential customers its passion for transportation and supply chains solutions, what it calls â€Å"New Logistics† and it especially wants to bring the message of growth opportunity to small business. www. social medianinfluence. com Skepys, 2010, The company wants to promote themselves even more to the world; they are ever increasing and want to work with almost everyone and every business, as in this television campaign they are reaching out to the small to medium sized businesses. Organisation of the System The author has reported extensively on the external factors which have shaped UPS accordingly.The author has now chosen to write on some of the internal aspects which form the operation of the corporation. As already shown earlier in the report UPS have numerous transportation modes which include air, surface, charter and hand carry. Many service options are available to all customers to meet their needs. The process that UPS must entail to do this naturally depends on factors about the goods. UPS has access to transport i. e. aircrafts, ships, railways and road transport all across our globe, but the consumers needs depends on which option the company feels best suits the situation at hand.As stated UPS’s website You get the benefits of our vast network of transport options, specialised equipment, proactive communication, advanced tracking and worldwide research. – www. ups. com If a customer wishes to send a package anywhere across the world with UPS, this is possible as there is no restrictions with them. Since UPS was first established over one hundred years ago technology has evolved so much that via the World Wide Web anybody can create shipments, imports, and returns.They can also calculate time and cost view charges, plan to have their shipments collected, view locations and history and all at the comfort of their own home or workplace. UPS basic pr inciples in relation to transporting goods are * Domestic parcels which are made up of post i. e. letters and packages. These can be transported anywhere throughout the USA. * UPS deliver to over 200 counties worldwide and they categorise this sector into International Packages, any type of package is suitable to be transported. UPS operate a supply chain and freight sector, it comprises of UPS’s logistics business providers in more than 175 countries throughout the globe. The author decided first to refer to the tracking service which UPS functions. Tracking a package allows the consumer to monitor the status and location of their item. The process is quite simple to use. The process is quite simple to use. Via the internet the customer can track by tracking number, by reference and email and they can even obtain signature evidence of delivery.The system of tracking has positive effects; it means the customer will be able to have an enhanced controlled time management struct ure in place. Movement of Freight Road: Following tracking the author decided to focus on UPS and their movement of freight. UPS moves goods using their transport methods from their point of origin to their final destination. Depending on where the freight is destined for is related to the type of transport used, also factors such as volume, weight and purpose of the goods conveys the mode of transport used.First the author chose to write about freight travelling via land, as globally this is the most common method used. Two methods for this type of transportation can be used; the first option involves using UPS services or other logistic firms. This method is basic and it involves the logistics firm, e. g. UPS picking up the goods, and delivering them via lorry’s or vans. Throughout America and vast parts of the world, UPS is well recognised by their famous Pullman brown coloured trucks and vans. Railway: The second method of land transportation is to avail of the railway se rvice.UPS provide this option to their customers as they believe it is lucrative and loyal preference. Railways transportation is generally used for long distance journeys for heavy goods, and it is by and large only effective for customers whom use it for them purposes. As using trains for transportation only suits a minority if the market this means more and more customers use the service of UPS road transportation as it involves less hassle, is an inexpensive method and overall is a much better approach as they are direct deliveries.However, as the author already stated the selection for which mode of transport to avail of depends on the goods themselves, e. g. iron ore would be best transported via railway in comparison to mail with more be more effective to be transported via road. Rail transportation is able to travel at higher speeds, carry a much larger capacity, have fewer delays as traffic is never an issue and they can deal with almost all weather conditions, as well as b eing safe and very secure. UPS provide climate controlled containers for specific goods which may be perishable e. g. ood, flowers, as well as their ordinary containers suitable for normal goods. Ships: As well as transporting via roads and railway, UPS also uses waterways and the sea to transport their customer’s goods. The mode of transportation used is ships. The goods are enclosed in containers, which are then placed safely and correctly onto ships and then moved to different locations. This method is viable for long distance journeys and has a reputation for being the cheapest form of transportation if there is a vast volume of goods been shipped. Rivers, lakes and oceans are used in this transportation.This system is logical for UPS to use as they have a wide customer base and the volume of goods to be transported is there. The only disadvantage of shipping is it is not adequate for fast movement of goods, nonetheless the movement of goods by means of waterways and the sea has many advantages and shipping is a highly competitive service industry. From the UPS website the company shows their customers how they organise this complex system: We are the experts at managing complex transportation networks, dedicated fleets, and multi-modal shipments.We can deliver orders anywhere through our global network. Our freight container shipping services can bring those parts together to make managing your supply chain simpler. * FCL Container Shipping (Full Container Load) – Our comprehensive NVOCC* services provide frequent departures at competitive rates for full container load (FCL) shipments from major ports around the world. * LCL Container Shipping (Less-Than-Container Load) – When you don't have enough cargo for a full container, we offer less-than-container load (LCL) service between major ports worldwide. ttp://www. ups. com/content/us/en/shipping/container-shipping. html As there are two options available to customers regarding shippin g this means that UPS understand their customer’s needs and have adjusted to these needs by providing both options. Airplanes: The final and successful freight transportation option that UPS offers to their customers is Air transport. This is a good method to use if time is of the essence and this system can be used within or between countries, basically air transportation can happen anywhere throughout the world.Air transport is known for its speed for both the movement of people and goods, but with this speed comes high costs. UPS runs all their own aircraft to all major cities worldwide and this is constantly improving as their geographic locations are expanding as well as their customer base. Air transport is limited to what type of goods it can carry. Generally its purpose is for unpreserved goods that are urgent to their final destination, e. g. edicine, documents, flowers or food rather than high capacitated and dangerous goods. Conclusion After accomplishing the task of evaluating a unique area of SCM transport with an aspect of logistics transport included the author concluded that the company United Parcel Service (UPS) is amongst one of the world’s largest and leading logistic operators. UPS is an admirable company which has excelled in over one hundred years of business and the author deems this company to glimmer in the future even more.As technology has evolved over the past, so has UPS as they constantly upgrade their services and work with their customers to meet their needs with the extensive assortment of services which they provide. In the report the author focused on some external features that influence the workings of UPS as a whole and the internal factors which shaped the company’s reputation as been the leaders of the pack in the logistics world. UPS adds much value to both domestic usage and businesses surrounding us. They make things possible for us and overall have perfected the express transportation network. T HE END! Word count= 3,438

Jose Rizal Essay

Republic Act No. 1425, known as the Rizal Law, mandates all educational institutions in the Philippines to offer courses about Josà © Rizal. The full name of the law is An Act to Include in the Curricula of All Public and Private Schools, Colleges and Universities Courses On the Life, Works and Writings of Jose Rizal, Particularly His Novels Noli Me Tangere and El Filibusterismo, Authorizing the Printing and Distribution Thereof, and for Other Purposes. The measure was strongly opposed by the Roman Catholic Church in the Philippines due to the anti-clerical themes in Noli Me Tà ¡ngere and El Filibusterismo. RIZAL AS A HERO According to Renato Constantino, when the American government conquered the island of the Philippines from the Spanish government in 1896, the American government established a commonwealth government after the Spanish revolutionary government ceased to govern the country. At this time of the Philippine history, Filipinos under the commonwealth government started to frame up Filipino national identities. When the question on who would be the national hero arose, whether Rizal or Bonifacio, the American government â€Å"guided† the Filipino people to choose Rizal. The American rationale was based on Rizal’s peaceful propaganda and diplomatic approaches in attaining Philippine freedom and independence, unlike Bonifacio who chose a bloody revolution. Whether this assessment is accurate or not, Dr. Rizal has been considered a hero of the Philippines from the outset: a public holiday was declared honouring Dr. Rizal in 1898, whereas that for Bonifacio was not declared until 1921. Dr. Rizal was considered to be his inspiration by Bonifacio himself. Even without the assistance of US propaganda, Rizal would have been honoured as a hero in the Philippines. Perhaps the effect of the propaganda was less to boost Rizal and more to denigrate Bonifacio. THE RIZAL LAW AND NATIONALISM Much has been said and written about Dr. Jose P. Rizal, the man whose life we are honoring today. He was dubbed as our national hero, rightly so, as his life and even his morose death has inspired and continues to inspire  generation after generations of Filipinos. In a time where being born a Filipino in the Philippines was a disadvantage, he lived to prove this wrong and in his works that led to his death, he immortalized the true spirit of the Filipino people – the spirit of resilience, of valor, of greatness. His works and philosophies not only sparked a revolution, they were revolutionary. He was even himself a revolution in every sense of the word. Conrado de Quiros, in one of his columns, best described Rizal’s existence as he wrote and I quote, â€Å"Rizal’s greatest act of subversion was not something that he said or did. It was what he was. They probably would have executed him anyway even if he had not written savage satires of the friars and their brethren in government. His very existence was seditious. He was brilliant. That was the most seditious thing of all.† Jose Rizal lived in a time where those who fronted themselves as leaders and evangelizers led by reducing the ruled to nothingness, making them a horde of lazy, uneducated fools who owed the Spaniards a favor for ruling them; and evangelized by feeding them blind faith as they made the Indios believe that they were a bunch of sheep who would be lost without them. Then, suddenly, Rizal emerges from the institutions of Europe, where he turned himself into an arsenal of knowledge, bettering most of them and brimming with the desire to free his people from the brainwashing and the oppression. By virtue of his erudite and the burning passion for his bereaved motherland, he was despised. During those times, Rizal was not the Rizal we know today. Rizal was a traitor, Rizal was a filibuster, Rizal was a heathen, Rizal was even a philanderer, a womanizer, and everything that was no good. Worst of all, he was an excommunicado. In 1956, two world wars and decades after Rizal’s death and the dichotomy between state and church has been pronounced by Law, the Third Congress of the young Republic of the Philippines passed into Law Republic Act No. 1425, â€Å"An Act to include in the curricula of all public and private schools, colleges and universities courses on the life of Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, authorizing the printing and distribution thereof, and for other purposes.† It was called the Rizal Law and it was crafted so that the youth may know Jose Rizal so as to not forget who he was and what he did for our country and during the process of knowing Rizal in the formative and decisive years of a student in school, that they be re-dedicated to the ideals of freedom and   nationalism to which our Rizal and the rest of our heroes fought and died for. The Rizal Law My dear friends, this afternoon, I was given the task of lecturing to this august body how the Rizal Law came to be. Given that this is a historic piece of legislation, I hope its significance to our history will be enough to hold your attention until the end of the lecture. Ladies and gentlemen, please do not fall asleep because that would be very un-nationalistic and unRizal-like. The Rizal Law was principally authored by the Senator Jose P. Laurel and if I may add, not to be boastful but to express how proud I am of his legacy, that my grandfather, the late Senator Lorenzo Taà ±ada, co-authored and defended the Rizal Law in the halls of Senate with Senator Laurel. Senator Laurel was known to have read Rizal’s work extensively and he saw Rizal as our foremost hero and he believed that the only way of knowing him as a national hero was to read his works and to find out what he had done for us all, stating matter-of-factly, that there was simply no other way. For the senators who first proposed and defended the bill, one of the ways of honoring Rizal was to accord him recognition as the symbol of unity, and of our nationalistic sentiment as a people, as he himself showed us. When the Rizal Law was first drafted on April 3, 1956 as Senate Bill No. 438 entitled, â€Å"An act to make the Noli Me Tangere and El Filibusterismo compulsory reading matter in all public and private colleges and universities for other purposes,† Senator Laurel, then the chairman of the Senate Committee on Education did not expect to encounter any opposition to the bill. However, mainly because of the fact that despite the established secularization between church and state, the influence of the Catholic Church casted a dark shadow on the proceedings on the passage of the bill, highlighting four major issues that forced the principal author to make serious amendments on the original bill – (a) the compulsory nature of the bill, (b) religion, (c) the de finition of â€Å"basic texts† and â€Å"required readings,† and lastly, (d) the power of the National Board of Education. Compulsory Nature of the Act In the original bill drafted, reading of the unexpurgated versions of the Noli Me Tangere and El Filibusterismo was compulsory among students. This  was the bone of controversy to some of the Senators, the press, and the Catholic Church. The substitute bill sponsored by Senator Laurel corrected this by ordering that the compulsory aspect of reading the unexpurgated versions be applicable only to those in the collegiate level but the two books must be present in the libraries of all schools. Senator Laurel maintained throughout the entire debate that there is no compulsion or compulsory reading of the Noli and Fili in their original and unexpurgated form in schools and institutions below college level. Courses on the life, works and writings of Rizal, however, should be included in the curricula for schools, colleges and universities. He strongly believed that students in the tertiary level should be compelled to read the unexpurgated versions, and that Rizal’s two greatest works should not be disfigured or expurgated, because he believed that by disfiguring them, we disfigure Rizal. Religion The compulsory aspect of the bill was considered scandalous because of one thing, Religion. The Catholic Church has always had its way of making its influence known in matters of legislation. In the mid-1950’s, many Catholic Schools still banned their libraries from having copies of the Noli and Fili because of their subversive nature. Section 4 of the Rizal Law states in part that, â€Å"Nothing in this Act shall be construed as amending or repealing Sec. 927 of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other person engaged in any public school.† It is prohibited by law to discuss any problems affecting dogma and religious creed. In one of the interpellations, the late Senator Roseller T. Lim argued that â€Å"the possibility that in some respects we might divide our people, religious doctrines that might be brought up in the Noli Me Tangere or El Filibusterismo may not be touched upon or discussed.† To this statement, Senator Taà ±ada, asked â€Å"are teachers both in public and private schools not precluded from explaining even matters of religion contained in these two novels?† Senator Laurel defends the bill by stating, â€Å"when you use the novels of Rizal and a question was asked by a pupil and the teacher explains, he is supposed to explain in his own way in accordance to his beliefs, but he is not supposed to engage in religious discussion in favor of any religious sect or domination because there is separation between the Church and the State.† He furthers that, â€Å"if there is some question raised  to the teachers, the teachers must explain.† A scenario was raised by another Senator to deepen the discussion, â€Å"what if a professor is Catholic in a public school or an Aglipayan in a private school and the chapter where Pilosopong Tasyo and Purgatory comes up and a student asks whether or not purgatory exists?† If you remember in Chapter 14 of Noli, Pilosopong Tasyo, the man who was considered a lunatic for knowing too much from books by the Indios who knew nothing, boldly explains how he did not believe in purgatory and goes on about how it is just an imagined construct for Christians to live a good life. Of course, that chapter was a stab to the church so it was highly controversial during those times, apparently it was seen as controversial even until 1956. Senator Laurel answered that, â€Å"if you give freedom to the other teacher denying purgatory or defending purgatory, whatever may be his opinion, you have to grant that to the rest of the teachers. We cannot prohibit in one case what we grant in other cases.† The point of it was that if a student asks, the teacher must explain. The Catholic Church even issued a statement backed by the Archbishop then saying that the reading of the unexpurgated versions of the two novels would be contrary to the precepts of the religion of the church. The problem the senators had to face was the fact that students would be placed in a situation where on the one hand, he or she would like to follow the civil authorities to read the two novels, while on the other hand, he or she has the statement from his church that to read these books would be against the tenets of Catholicism. To these arguments, the senators behind the Rizal Law made it clear that those pronouncements which are lofty, patriotic, nationalistic, instructive, and of great educational value are the principles that should be disseminated and propagated and taught to the Filipino youth. Senator Laurel, being well-versed on the works of Rizal defends the hero by arguing that it was not Rizal’s intention to directly attack the church, but only those individuals who have prostituted and oppressed the Filipinos in the name of the Catholic religion. It was never Rizal’s purpose to impair and destroy the sacred institution of the Roman Catholic Church, he simply wanted to expose the rascals, the criminals, the oppressive elements of the religious institutions then in vogue. At the end of the discussion, Senator Laurel boldly states that the students had to make the decision of whether or not to read the two novels for themselves.  Ã¢â‚¬Å"Basic Texts† vs. â€Å"Required Readingà ¢â‚¬  Another issue was based on the technical aspects of the substitute bill. Section 1 of the Rizal Law states in part that, â€Å"in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and the El Filibusterismo or their English translation shall be used as basic texts.† Some of the senators found difficulty in understanding the broadness of the term, â€Å"basic text,† so a good number of time was spent on this issue. Senator Laurel, being the principal author of the bill and Chairman of the Senate Committee on Education, was asked for a technical definition but was adamant about giving one arguing that this task should be relegated to the Board of National Education, which was composed of technical experts on the field of education. Senator Taà ±ada’s thoughts enlightened everyone on the matter arguing that basic text means something that is required because that is the plain meaning. When a text is basic, it is so considered because of its importance. If there is a basic subject that is required for the obtaining of a degree or the finishing of a course, that means that you cannot graduate unless you have successfully passed the subject because that subject is a requirement, and, therefore, a basic subject which if a student has not finished will not permit him to terminate his course or to graduate. Because of the difficulties the senators faced in the compulsory aspect of the bill, the concept of â€Å"required reading materials† was presented as an alternative. Some senators suggested that instead of being used as basic texts, why not just include the Noli and Fili in the list of required readings along with other books containing the same ideals of patriotism and nationalism so that students would have the choice of reading other required books if they find the Noli and Fili offensive to their respective religions. Senator Laurel would later yield to t his suggestion as a compromise to the detractions of the Catholic Church and the senators belonging to her. Power of the Board of National Education In order to settle some of the contentious issues found in the bill, the senators agreed to one solution – to authorize the Board of National Education to carry out the responsibilities of (a) writing and printing appropriate primers, readers and textbooks for the lower years, (b)  promulgate rules and regulations, including those of a disciplinary nature, to carry out and enforce the provisions of the bill, and (c) promulgate rules and regulations for the exemption of students for reasons of religious beliefs. This authorization was given based on logic that the Board of National Education, which was composed of technical experts on the field of education, will carry out the said responsibilities in the manner that will best insure the objectives of the law and in accordance with the provisions of the Constitution. This would also save the senators from the detractors on and against the side of the Catholic Church, the BNE would be the target of these hecklers later on. The final Rizal Law underwent several changes, but the 23 senators who voted Yes to the compromise bill on that faithful day of May 17, 1956, considered it as a step forward because of how it reasserted the power of the State to control and regulate the education of the people, while at the same time, it also conserved and preserved the liberty of conscience by leaving the option to the parties concerned that is, to the students themselves. Despite of the compromise that was drawn wherein students were no longer compelled to read the unexpurgated versions of the Noli and Fili, the fact that the courses on the life, works and writings of Jose Rizal were to be included in the curricula of all schools, colleges and universities, private or public, remained. And this has been in effect since then. The Rizal Law is the reason why we all know and remember Jose Rizal, who he was and what he stood for. It is why we know Crisostomo Ibarra, Elias, Maria Clara, Padre Damaso, and Pilosopong Tasyo. It is why we know Simoun, Isagani, Basilio, Kabesang Tales, Tandang Selo, Ben-zayb and Placido Penitente. My dear friends, as I threw out all those names, I was hoping for only one thing†¦that you can still recall who and what those names stood for. That you can still remember, and as you reminisce, that your memory of those characters awaken the emotions – the hurt, the anguish, the sense of betrayal from the oppressors, and the sense of patriotism, of wanting to fight for those who were oppressed, the love for our countrymen, and the love for our country – all these emotions that Rizal awakened within us when we were just students learning of Noli Me Tangere and El Filibusterismo. If you are feeling these emotions right now, then I can truly say that Rizal’s legacy and the legacy of the Rizal Law lives on with us today. If not, I beg of you to read the Noli and Fili once again for they  have much to tell us and for they have much more to teach us. You may be surprised that the characters in Noli and Fili are very much alive and have taken different names in present day Philippine society. Ladies and gentlemen, the stories of the Noli and Fili, including Rizal’s struggle to publish them, tells us of resilience – that even the worst of times may not be a hurdle in the quest for excellence. Clearly, the late senators had their fair share of resilience in fighting for the passage of the Rizal Law despite the unpopular image it gave them. Not to drive a nail on the wall, but I think the enactment of the Rizal Bill into law was their way of exercising their patriotism. It was a testament of their living up to Rizal’s ideals and they have been quite successful in teaching Rizal to every Filipino. It was the same sense of nationalism and patriotism from Rizal’s teachings, I believe, that encouraged the 12 Senators 35 years later on September 16, 1991, to reject the continued presence of US Military Bases in our country. But most of all, my dear friends, the Noli and Fili tells us of heroism and nationalism. As Conrado de Quiros once again puts it, â€Å"striving becomes all the more luminous when done in the service of one’s own people, one’s own country.† Rizal believed that Filipinos are capable of far greater things and he and others like him were living proof of this, which is why he immortalized the true spirit of the Filipino people in his two great novels. Jose Rizal may remain unrivaled in his brilliance but he never meant to intimidate, he served to show us, to remind us, of who and what we are and of who a nd what we can become. In Rizal’s writings, our culture of resistance to oppressors was perpetuated. This is why we are a nation that resists when we are subjected to the brink. We are not afraid to dissent, to oppose, to fight. From the legacy that Rizal and our great heroes left us, let us ask ourselves, â€Å"What have we done to live up to this?† Today, we have been unfortunate to have lost the best and the brightest to other countries, our fields are being devoured by floods, our waters continue to be polluted by oil spills and our fishing grounds are running empty, our public schools are festering with termites while teachers sell longganiza to the students to augment their delayed salaries, businesses find no mercy in terminating long-time employees to save money, churches find it better to be chauvinistic than to address the poverty that overpopulation has progenized, where factories see neighborhoods as waste  disposal areas, and most of all, where those in power find it routine to squander the money of the people. We know what the cancer of our society is, it is still the same cancer that plagued Rizal’s time. The only difference is that ours has spread. The question now remains, have we, in any way, contributed to the cure? Or are we part of those who let the tumors fester? In Rizal’s work, The Indolence of the Filipinos, Rizal himself said: â€Å"Peoples and governments are correlated and complementary; a fatuous government would be an anomaly among a righteous people, just as a corrupt people cannot exist under just rulers and wise laws.† In other words, progress and prosperity can only be achieved only by a responsible citizenry. No number of measures for reforms and betterment would be enough if the people themselves tolerate abuses, are indifferent to rising issues, and are timid and apathetic to the ills besetting our country. When we are fully conscious of our duties and obligations to our people and country, when nationalism becomes a way of life, triumphant and influencing our daily life, then we can truly say that we have followed the teachings and examples of Rizal. Only then, can we hold our heads high, knowing that we have re-oriented our ways to the dreams and goals that Rizal had envisioned for us. Nationalism today places before us a grand challenge, a great responsibility. More than ever, in our national existence, we need Rizal to enlighten us, to be a symbol of our onward struggle for the realization of our ambition as a nation, unfettered not only politically, but culturally and economically. With nationalism — as demonstrated by Rizal — as our weapon and means, we will triumph.