Greed Essays - Death Valley, Films, Greed, John D. Rockefeller

Greed Essays - Death Valley, Films, Greed, John D. Rockefeller Greed Greed is a selfish desire for more than one needs or deserves. Greed can make honest men murderers. It has made countries with rich valuable resources into the poorest countries in the world. We are taught it is bad and not to practice it. But consider a world without greed, where everyone is as sharing as Mother Theresa was. The progress of humankind would be at a standstill. Greed has given our society faster travel, better service, more convenience, and most importantly, progress.Greed has created thousands of billionaires and millions of millionaires. But why is greed associated with evil? In their day, most capitalists like Cornelius Vanderbilt and John D. Rockefeller were depicted as pure evil. Vanderbilt stole from the poor. Rockefeller was a snake. But the name-calling did not come from the consumers; it was the competing businesses that complained. The newspapers expanded on these comments, calling them "robber barons." These are inaccurate terms for these businessmen. They were not barons because they all started penniless and they were not robbers because they did not take it from anyone else.Vanderbilt got rich by making travel and shipping faster, cheaper, and more luxurious. He built bigger, faster, and more efficient ships. He served food on his ships, which the customers liked and he lowered his costs. He lowered the New York to Hartford fare from $8 to $1. Rockefeller made his fortunes selling oil. He also lowered his costs, making fuel affordable for the working-class people. The working-class people, who use to go to bed after sunset, could now afford fuel for their lanterns. The people, who worked an average 10-12 hours a day, could now have a private and social life. The consumers were happy, the workers were happy, and they were happy.Bill Gates, CEO of Microsoft Corporation is another example of a greedy person. He is the richest man in the world with about $40 billion and he continues to pursue more wealth. Just because he has $40 billio n does not mean the rest of the world lost $40 billion, he created more wealth for the rest of the world. His software created new ways of saving time and money and created thousands of new jobs. Bill Gates got rich by persuading people to buy his product. His motive may have been greed, but to achieve that, he had to give us what we wanted. Both parties benefited from the transaction and everybody wins.In general, many businesses donate a percent of its wealth to charity. People not only want but also expect those businesses to donate their money away. Vanderbilt gave one percent of his money away to start Vanderbilt University. Ted Turner donated $1 billion to the United Nations. But why do people think that giving away money is better than making money? Giving away money is much easier than building a new business. Building a new business creates new jobs for people, giving someone the means to support himself. When you give money away, it does not help them become more self-suff icient.Charity does not always make big impacts, as people believe they do. For example, who changed the world more, Micheal Milken or Mother Teresa? Milken pioneered a new way for companies to raise money, creating tens of thousands of new jobs. He saved Mattel, the toy maker, by his junk bonds. It is now the world's biggest toy company. His bonds rescued TWA, Revlon, and many other companies. Millions of people now joy cheaper phone calls because he funded the phone company, MCI. His bonds made CNN and other Turner companies possible. On the other hand, Mother Teresa donated every penny to charity and helped tens of thousands of people in slums of Third-World countries. She spent her life doing charity work for the poor. Her deeds continue after her death; four thousand sisters now continue what she begun. Without a doubt, people would say Mother Teresa did more for the world. But their judgements are blinded by the fact that they are looking at their motives. Michael Milken didn' t suffer; he didn't go into the slums. Mother Teresa went into the slums and she suffered. Milken persuaded wealth because of greed and Mother Teresa did

Composing Pharmacy Personal Statements

Composing Pharmacy Personal Statements Pharmacy personal statements are tough to write. Not only must potential students describe their personal perspectives and characteristics, but they almost must be persuasive in their argument for why they are excellent candidates for pharmacy school. All in all its a tough assignment tough, but not impossible! Before you start writing your pharmacy admissions essay, I recommend that you first take a moment and map out your game plan. What, specifically, do you plan to discuss in your statement? Frequently, such a distinction is unnecessary as many pharmacy schools give applicants a topic on which to write. In any event, however, it helps to be organized. Once you know your topic, I recommend that your narrow the scope. If, for example, you are asked to write on why you would make a good pharmacist, you should take some time to think on that question and come up with as detailed an answer as possible. Stay away from broad responses (such as I would make a good pharmacist because I care about people) and lean more toward specific instances in your life that have led you to believe you are right for the field. Like all admissions essays, pharmacy personal statements arent a breeze to write. They arent supposed to be! With that in mind, take your time and use all the resources you can to execute a brilliant composition. For more information on writing a medical school essay, or if you have questions about other fields such as writing an MBA essay, please access the link provided.

Space Exploration Research Paper Example | Topics and Well Written Essays - 1500 words

Space Exploration - Research Paper Example The pen worked and also enjoyed some modest success at a novelty item back here on earth. The Soviet Union, faced with the same problem, used a pencil. ABSTRACT NASA and its voluminous funding by the US government have been burning questions from day one. While the proponents of NASA funding have a firm belief that even a penny invested in its prolific research programs will reap insurmountable benefits for the world and humanity in general, the people who condemn NASA and its so-called good for nothing activities have a strong contention that that the profusion of funds that NASA uses are neither worth it nor serviceable for mankind. In this research paper we try to analyse both sides of the argument and try to reach a conclusion as to why the US government should work to dilate the funding of NASA programs, and what should be the role of NASA administration in this regard. NASA AND ITS PROJECT HISTORY In the period starting from 1958 till 2008, the total spending on NASA has been $471.23 billion dollars, which makes an average of $9.06 billion per year. NASA's budget for FY 2008 sums up to $17.318 billion, which is almost 0.6% of the $2.9 trillion United States federal budget for the year, and almost about 35% total academic scientific research spending in the United States. These figures might look huge but the point of consideration is that they have enabled NASA to provide humanity with some emphatic developments and research successes. The most prominent discoveries and developments of NASA are the Pioneer 10, Voyager 1 and 2, Hubble Telescope, Space Shuttle Program, Apollo 13, Mars Pathfinder, and Moon Landing. These benchmarks have proved that the funding provided to the agency was fully utilized for productive purposes. These days there is a contention about whether NASA would be able to carry out on its latest Constellation Program that aims at retiring the space shuttle this year, replacing it Orion (capsule- based vehicles), and luner landers and Space Launch System, etc. But all these prospects rest on the simple debate that whether the amount being spent in this area is really worth it, especially when American debt is making life tougher for the Finance Ministry day in and day out. THE DARK SIDE OF NASA OPERATIONS: It is a known fact that most of NASA’s projects face huge research flaws and take a lot of effort and financial input to rectify those flaws. For example, the Space Launch system that is currently being worked on has billion dollars and still, there are massive security and sustainability issues popping up that place doubts in the minds of the government as to whether the mission would remain viable or not. Another major loss incurred by NASA was the loss of the Mars Climate Orbiter in 1999 in which $327.6 million was invested for the orbiter and Lander and $193.1 million was invested for spacecraft development. Also, $91.7 mi llion and $42.8 million were incurred in launching the mission and operating the activities respectively. This shows that the NASA operations and research efforts, no matter how object oriented they are, always carry huge risks that could not be averted at any cost. This, however, can only be considered an overgeneralization because the success rate of some of NASA’s operations is very high. For example, NASA’s launch service program enjoys 98% success rate that is unparalleled. Similarly, the ULA, United Launch Alliance, has made 50 Delta II launches with 100% success rate completing a wide array of exceptionally imperative science missions. Also with the long list of accomplishments like those mentioned above,

Can Slavery ever be justified on any set of moral principles Essay

Can Slavery ever be justified on any set of moral principles - Essay Example The moral theory Aristotle used to justify slavery is an ancient species of virtue ethics, which says natural slaves are slaves because their souls are incomplete, lacking certain qualities, such as the ability to think properly, and so they needed to have masters to tell them what to do. Clearly, thus, by looking into history and seeing Aristotle’s words (and the similar sentiments of his teacher Plato in Gorgias and his disciple St. Thomas Aquinas in Summa Contra Gentiles), one sees slavery can easily be justified by moral arguments. However, what is at issue is whether any of these arguments are good, and whether they actually reveal something wrong with the underlying theory used to justify slavery; this seems to be the case with a number of modern normative theories, including but not limited to standard versions of utilitarianism, deontology, virtue ethics, and natural rights theory. Utilitarianism, a theory of morality and economics pioneered by the intellectuals J.S. Mill and Jeremy Bentham in the 19th century, adheres to a principle stating simply, â€Å"the greatest good for the greatest number†. As the theory is described in academia, according to this greatest pleasure principle, there are two ways in which the theory could be used to justify institutional slavery. First, if the moral theorist is simply looking at what is best for the most people, a micro-majority of 51% could justify the enslavement of the other group, the macro-minority, of 49% on the basis that it is maximizing the good of the greatest number of people. Additionally, utilitarianism does not recognize, except indirectly, â€Å"how the sum of satisfaction is distributed among individuals† (Rawls, 1971, p. 26). As a result, individual differences are not taken into account, and the theory gives no practical means of measuring what is, by some definition,

Graffiti and Form Essay Example for Free

Graffiti and Form Essay There are a lot of different perspectives on weather or not graffiti is a form of art or graffiti is just vandalism. In my essay I will explain to you why graffiti is a form of art, I will also show you how graffiti is just vandalism as well. First, Graffiti is a form of art because its a form of self-expression much like other kinds of arts. Artist use graffiti to show their talents. Although graffiti is used on public buildings and walls its a type of street art so the public can see. Graffiti is a way to show the public your thoughts, they wouldnt have to pay a penny to go see it. Many people say graffiti is vandalism because it symbolizes gangs, but thats not what real graffiti is. Secondly, Graffiti is art because its somebodys passion and thats why they enjoy doing. Graffiti artist should not be fined money if they are caught. Graffiti not only has different meanings inside of their paintings it also beautifies cities and such. Graffiti is art because it shows who you are and what we feel inside and by doing graffiti it helps people express theirselves. Finally, Graffiti is vandalism because it destroys buildings and they are destroying somebodys property. Not only does it look bad to others it also cost thousands of dollars just to remove it. Graffiti also spread gang-related violence with all the tagging of gang names. Another example why Graffiti is vandalism is because most graffiti are just tags and gang communication. In conclusion, different people have their own opinion on weather or not graffiti is a form of art or just vandalism. Graffiti is a form of art because its a form of self-expression, it shows the public your thoughts and how they feel. Graffiti is vandalism because graffiti is done illegally on buildings and most of it is tagging, it also spreads gang violence through their work.

Hardys Jude the Obscure :: Religion Religion Jude Hardy Essays

Hardy's Jude the Obscure   Ã‚  Ã‚  Ã‚  Ã‚  In Hardy's Jude the Obscure, Hardy shows his views on religion and commitment to the Church which were said to have declined in the latter years of his life. (Ingham, xxvii) Throughout the book Hardy displays his feeling that religion is something that people use in order to satisfy themselves by giving their lives meaning. One instance in which Hardy clearly displays this is when he writes, "It had been the yearning of his heart to find something to anchor on, to cling to." (Ingham, 94) In order to bring out this point Hardy chooses to create Jude as an orphan and has him come from obscure origins. By doing this he creates a character who is looking for something to give him an identity. As a result of his relationship with Mr. Phillotson (who leaves for Christminster in order to become ordained), he finds religion and feels that he can use it to help him gain an identity. Hardy feels that people should shy away from their old ways of thinking and begin to form new opinions of their own. He feels that people should not just blindly follow religion without deciding for themselves that this is what they want. People should not be as Jude who becomes obsessed with religion simply because his mentor Phillotson felt this way. One of the major reasons that causes Hardy to have these views is that he feels religion leads to hypocrisy. He feels that man has many desires that go against the laws of religion, and these desires lead man to feel very hypocritical. These feelings of hypocrisy then cause man to have many inner conflicts that lead to many problems. This negativity towards religion is seen both through symbols in the book and in the plot itself. The symbols that convey this message are the name Jude, which is an allusion to Judas Iscariot who was a traitor to Jesus. The name Jude can also be a reference to the wandering Jew. The second symbol is Christminster. Christminster symbolizes a world in which Jude sees how remarkable the Church is, but it is a place that exists only in Jude's imagination. Another symbol that we encounter is that of Samson who is symbolic of man going after women that are forbidden to him. We also encounter a reference to Nebuchadnezzar's furnace, which is used to question God by asking why the righteous suffer. Finally, the job Jude chooses is also symbolic of the anti-religious attitude that is shown.   Ã‚  Ã‚  Ã‚  Ã‚  The negativity towards religion is first revealed in the name Jude.

Native American educational traditions passed Essay

Before contact with Europeans, Native Americans developed an effective system of informal education call aboriginal education. The system included transmitting knowledge, values, skills, attitudes, and dispositions to the next generation in real world settings such as the farm, at home, or on the hunting ground. Education was viewed as a way to beautify and sharpen the next generation and prepare them to take over the mantle of leadership. The purpose of education was for an immediate induction of the next generation into society and preparation for adulthood. Education was for introducing society with all its institutions, taboos, mores, and functions to the individual. Also, education was intended for making the individual a part of the totality of the social consciousness. Native American education delineated social responsibility, skill orientation, political participation, and spiritual and moral values. The cardinal goals of Native American education were to develop the individual’s latent physical skills and character, inculcate respect for elders and those in authority in the individual, and help the individual acquire specific vocational training (Franklin, 1979). Native American education was also for developing a healthy attitude toward honest labor, developing a sense of belonging and encouraging active participation in community activities. Both boys and girls had equal access to education. Boys were taught by their fathers, uncles, grandfathers, and other male elders. Girls were instructed by their mothers, aunts, grandmothers, female elders and other members of their families. Sometimes, both boys and girls received instruction at the feet of either male or female elders (Mould, 2004). There were barely any dropouts and the community ensured that every child received a full education. Youth appropriate information and knowledge was not hidden from any child. Several teaching strategies, including storytelling, were utilized to pass on knowledge and culture to the youth. In fact, Mould (2004) believed that storytelling was a sacred and vital part of a Native American youth’s education. Knowledge and culture were passed down orally, â€Å"crafted into stories that would instruct, inspire, provoke, question, challenge, and entertain† (Mould, 2004). Often, the youth would gather together to listen to the elders as they related the knowledge once entrusted to them when they were children (Mould, 2004). The philosophy of education was that of the development of the individual as well as the whole society (Johnson et al. , 2005). Educational philosophy also emphasized the importance of nature. The pursuit of knowledge and happiness were subordinated to a respect for the whole universe. According to Johnson, knowledge was equated with an understanding of one’s place in the natural order of things and educators were encouraged to study and teach the physical and social world by examining the natural relationships that exist among things, animals, and humans. Studying ideas in the abstract or as independent entities was not considered as important as understanding the relationships among ideas and physical reality. The essential components of an educational experience included hands on learning, making connections, holding discussions, taking field trips, and celebrations of the moment (Johnson et al. , 2005). These highly effective teaching methods were utilized by adults to transmit culture to or educate the next generation. The youth learned at their own pace and barely competed against one another. The youth were taught to be supportive and nurturing of one another in the learning process. As a result of the holistic education that all youth were exposed to in the period before their contact with Europeans, there were barely any miseducated Native American children. At the time of European contact with Native Americans (from 1492), an advanced system of informal/aboriginal education had been developed by Native Americans as noted earlier. That system was misunderstood by Europeans who thus made efforts to impose their formal system of education on Native Americans. After contact with Europeans, formal education for Native Americans was initially conducted by missionaries and private individuals until the 1830s. There were increased European government efforts to formally educate Native Americans after the passage of the Indian Removal Act (1830) which forced Native Americans onto reservations (Tozer 2009). The purpose of formal education of Native Americans, as far as Europeans were concerned, was forced acculturation or assimilation to European culture (Tozer 2009). The aim of the European system of education was to â€Å"civilize†, Christianize, and Europeanize the Native Americans in European-controlled schools. To achieve this purpose and aim, many Native American children were forcibly removed from their homes and enrolled in European-controlled schools. By 1887, about 14,300 Native American children were enrolled in 227 schools run by the Bureau of Indian Affairs or by religious groups (Tozer 2009). The schools were operated based on an Anglo-conformity assimilationist approach. The Anglo-conformity assimilationist approach included the following: 1) Educating the Native Americans away from their culture due to the philosophy of Europeanization or Christianization or â€Å"civilizing† of the Native American through education; 2) Intensive efforts were made to destroy extant Native American cultures by excluding Native American cultures from the school curriculum; 3) Concerted efforts were made to prevent Native American students from following their own culture; and 4) Native American students were punished for speaking their native languages (Feagin & Feagin, 2003). This approach motivated European American educators to force Native American students into boarding schools where it was believed that it would be easier and much more effective to Europeanize, Christianize, and â€Å"civilize† them. Students were forced to dress like Europeans, convert to Christianity, and take European names. Students who refused to conform were severely punished. The effects of the Anglo-conformity assimilationist approach on Native Americans cannot be overemphasized. Many of them lost or became confused about their cultural identity. Some tended to know a lot more about European culture, history, philosophy, and languages than about their own culture, history, philosophy, and languages. Europeanization, Christianization and â€Å"civilizing† of Native Americans through formal education seriously undermined the very foundation of Native American cultures and alienated many Native Americans from their own cultures and environment. Formal education forced many Native Americans to absorb European lifestyles and led to individualism as well as serious weakening of traditional authority structure and kin group solidarity. Many Native Americans lost faith in their own cultures and civilizations and absorbed those of Europeans. Some have neither fully adopted European culture nor fully embraced Native American culture and consequently swing between the two in a state of cultural confusion. Eurocentric education has been a miseducation of Native Americans as has been for all minority groups in the United States. These and many other political, social and economic effects of formal education on Native Americans have permeated Native American cultures till today. European American teachers and administrators have blamed Native American educational problems on cultural differences. This is known as cultural deficit theory. According to cultural deficit theorists, disjuncture’s or differences or deficits between the culture of the home and the culture of the school are the reasons for the poor academic achievement of non-European students (Johnson et al. , 2005). European American schools focus only on the dominant culture and expect all students to operate as if they are members of the dominant culture, giving an advantage to students from the dominant group and a disadvantage to those from minority groups (Johnson et al., 2005). What cultural deficit theorists advocate is that students from minority groups, including Native American students, must reject their own cultural patterns and absorb European American cultural patterns in order to be successful in school. Thus, in an effort to assist their students to be high achievers in school, many European American teachers have attempted to make their students â€Å"less Native American† by educating them away from their own cultures and imposing Anglo-European culture on them. Many schools and textbooks exclude Native American experiences and their immeasurable contributions to this society and the rest of the world and provide little to nothing to assist Native American children identify with their own cultures. From the 1930s some boarding schools were replaced by day schools closer to reservations and a bilingual policy of educating Native American students in both Native American languages and the English language was discussed (Feagin & Feagin, 2003). Since the 1960s, organized protest has led to increased government involvement and aid for primary, adult, and vocational education for Native Americans on and off the reservations. Federal and local governments have focused more attention on local public schools (outside the reservations) and Bureau of Indian Affairs (BIA) schools in the reservations. For greater inclusion of Native Americans in their own education, Native American advisory boards have been organized in mainstream public schools. More Native Americans have been added to school faculty and staff. Native American art, dances, and languages have been included in the school curriculum. The central curriculum taught in both BIA and mainstream schools have remained the same from colonial times until recently. The curriculum indoctrinates Native American children with the same European American values as in the past (Feagin & Feagin, 2003). In many reservations today however, there are efforts to reverse this by teaching students in Native American languages and culture from the early years of their education. In the Choctaw Reservation in Choctaw, Mississippi for example, students are taught in the Chahta and English languages in the first three years of formal schooling and in the English language from the fourth grade onwards. Throughout their schooling to the high school level, they are taught and exposed to Choctaw culture and encouraged to speak the Chahta language in and outside of school. One of the essences of the Annual Choctaw Indian Fair is to educate both the youth and adults in Choctaw cultural practices and traditions and to transmit Choctaw culture to the next generation. The author of this article, who happens to be an African and from a continent which has had similar experiences as those of Native Americans, greatly applauds the new forms of formal education among Native Americans on the reservations, which include an integration of the Native American system before their contact with Europeans and aspects of the European system as a way of preserving what is left of Native American cultures, preparing contemporary Native American youth for their real world settings, and meeting the needs of Native Americans. The large scale migration of many Native Americans to the cities since the 1950s has led to a decline in the number of children in BIA schools. By the early 1990s less than ten percent (10%) of Native American children attended BIA schools (Feagin & Feagin, 2003). Today, most Native American children attend mainstream local public schools due to the fact that majority of Native Americans live off reservations with their children (United States Census Bureau, 2001). The mainstream educational system has however failed to meet the needs of Native American students. The failure stems from the absence of a Native American perspective in the curricula, the loss of Native American languages, the shift away from Native American spiritual values, and the racist and discriminatory activities of many European American teachers and administrators (Feagin & Feagin, 2003; Schaefer, 2004). Perhaps, mainstream educators could borrow the new forms of formal education being practiced on the reservations which seem to much better meet the needs of Native American students rather than continually imposing the Eurocentric system which has not worked for Native Americans. With regard to higher education, since the 1960s, many mainstream colleges have established Native American Studies centers to provide facilities for the study of Native American issues (Feagin & Feagin, 2003). By the late 1990s, more than 134,000 Native Americans were enrolled in colleges and universities throughout the United States (Schaeffer, 2004). Majority of the students attended predominantly European American public colleges and universities. Some of the students were not very successful due to the ingrained racist and discriminatory practices in those institutions. Consequently, many Native American students dropped out of those institutions. In general, Native American formal educational attainment has remained lower than that of the general population due to the Eurocentricity of the educational system. By 1990, less than two-thirds of Native Americans over the age of twenty-five were high school graduates compared to three-fourths of all Americans in that age range. Native American students in mainstream schools are disproportionately placed in special education classrooms. The proportion of Native American students who drop out after tenth-grade is 36%, the highest of any racial or ethnic group and more than twice that of European Americans (Schaeffer, 2004). In view of the aforementioned issues in education among Native Americans, a Department of Education Task Force organized in the late 1990s recommended the following for addressing Native American educational issues: implementation of multicultural curricula that inculcate respect for Native American history and culture, and establishment of programs that guarantee that Native American students learn English well. The task force assumed that if Native American students learn English very well then they will be successful in school, an assumption which is traced to the cultural deficit theory discussed above. Today, many Native American students attend Native American-controlled community colleges. The community colleges integrate Native American history and culture into courses. More attention is given to students and their cultures in the Native American-controlled educational institutions. Native Americans had established an effective educational system which ensured the smooth transmission of their cultures to the next generation before their contact with Europeans. The system included passing on of knowledge, values, attitudes, skills, and dispositions required for successful functioning of every individual in real world settings. Access to education was denied neither to male nor female while all children were taught to support and nurture one another and not necessarily compete against one another in the learning process. Learning was undergirded philosophically by a reverence for nature and a sense of humans’ responsibility to nature (Johnson et al. , 2005). The arrival of Europeans from 1492 onwards led to the imposition of a Eurocentric educational system which was underpinned by an Anglo-conformist assimilationist approach discussed above. This approach included educating Native Americans away from their cultures as a way of rendering them â€Å"less Native American† and more European American. The Anglo-conformist assimilationist approach in the formal education of Native Americans has left many of them miseducated and quite confused about their cultural identity. The political, economic and social impact of the European aim of Europeanizing, Christianizing and â€Å"civilizing† Native Americans through formal education are discussed at length in a paper presented by the author at the National Association of Native American Studies Conference in 2004. Fortunately, today, Native American leaders are successfully making efforts to reverse the adverse effects of the imposed Eurocentric educational system by synthesizing traditional Native American educational practices with European American practices. Works Citied Feagin, J. R. and Feagin, C. B. (2003). Racial and ethnic relations. Englewood Cliffs, New Jersey: Prentice- Hall Johnson, J. A. ; Dupuis, V. L. ; Musial, D. ; Hall, G. E. ; and Gollnick, D. M. (2005). Introduction to the foundations of American education. Boston, Massachusetts: Allyn and Bacon. Mould, T. (2004). Choctaw tales. Jackson, Mississippi: University Press of Mississippi. Schaefer, R. T. (2004). Racial and ethnic groups. Upper Saddle River, New Jersey: Pearson Education, Inc. Steven Tozer (2009) School and Society : Historical and Contemporary Perspectives. McGraw- Hil Publishing Company.

Competitive Advantage by Human Resource Management Essay

In today’s climate of global competition, the source of motivation varies–some are driven by money, some by a yearning to build relationships (Hollyforde et al, 2002). Yet, with the development of technology and global competition, new ways of working -these changes have had significant implications for the majority of the full-time workforce within the industrialized world, there are some issues, such as leadership, teamwork, empowerment etc, which are vitally important and need to be managed carefully, each of these concepts merits deeper analysis as we enter the 21st Century. Therefore, it is important to explore how contemporary human resource management (HRM) develops to highly skilled, loyalty employees and affect organisation’s performance, thus resulting in significant competitive advantages. This assignment will discuss and present some arguments regarding this statement from the following two areas: How contemporary HRM affects organisations’ performance based on the cases of Xerox and Microsoft, and recommendations for organisations how to gain competitive advantages through implementation of good HRM for a better 21st Century.

Geronimo Held Captive at Fort Pickens

Geronimo Held Captive at Fort Pickens The Apache Indians have always been characterized as fierce warriors with an indomitable will. It is not surprising that the last armed resistance by Native Americans came from this proud tribe of American Indians. As the Civil War ended the U. S. Government brought its military to bear against the natives out west. They continued a policy of containment and restriction to reservations. In 1875, the restrictive reservation policy had limited the Apaches to 7200 square miles. By the 1880s the Apache had been limited to 2600 square miles. This policy of restriction angered many Native Americans and led to a confrontation between the military and bands of Apache. The famous Chiricahua Apache Geronimo led one such band. Born in 1829, Geronimo lived in western New Mexico when this region was still a part of Mexico. Geronimo was a Bedonkohe Apache that married into the Chiricahuas. The murder of his mother, wife, and children by soldiers from Mexico in 1858 forever changed his life and the settlers of the southwest. He vowed at this point to kill as many white men as possible and spent the next thirty years making good on that promise. The Capture of Geronimo Surprisingly, Geronimo was a medicine man and not a chief of the Apache. However, his visions made him indispensable to the Apache chiefs and gave him a position of prominence with the Apache. In the mid-1870s the government moved Native Americans onto reservations, and Geronimo took exception to this forced removal and fled with a band of followers. He spent the next 10 years on reservations and raiding with his band. They raided across New Mexico, Arizona, and northern Mexico. His exploits became highly chronicled by the press, and he became the most feared Apache. Geronimo and his band were eventually captured at Skeleton Canyon in 1886. The Chiricahua Apache were then shipped by rail to Florida. All of Geronimos band was to be sent to Fort Marion in St. Augustine. However, a few business leaders in Pensacola, Florida petitioned the government to have Geronimo himself sent to Fort Pickens, which is part of the Gulf Islands National Seashore. They claimed that Geronimo and his men would be better guarded at Fort Pickens than at the overcrowded Fort Marion. However, an editorial in a local newspaper congratulated a congressman for bringing such a great tourist attraction to the city. On October 25, 1886, 15Â  Apache warriors arrived at Fort Pickens. Geronimo and his warriors spent many days working hard labor at the fort in direct violation of the agreements made at Skeleton Canyon. Eventually, the families of Geronimos band were returned to them at Fort Pickens, and then they all moved on to other places of incarceration. The city of Pensacola was sad to see Geronimo the tourist attraction leave. In one day he had over 459 visitors with an average of 20 a day during the duration of his captivity at Fort Pickens. Captivity as a Sideshow Spectacle and Death Unfortunately, the proud Geronimo had been reduced to a sideshow spectacle. He lived the rest of his days as a prisoner. He visited the St. Louis Worlds Fair in 1904 and according to his own accounts made a great deal of money signing autographs and pictures. Geronimo also rode in the inaugural parade of President Theodore Roosevelt. He eventually died in 1909 at Fort Sill, Oklahoma. The captivity of the Chiricahuas ended in 1913.

Installing PHP on Linux

Installing PHP on Linux It can be really helpful to have PHP installed on your home computer. Especially if youre still learning. So today Im going to walk you through how to do so on a PC with linux. First things first, youre going to need Apache to be installed already. 1. Download Apache, this will assume you download the latest version as of this publication, which is 2.4.3. If you use a different one, be sure to change the commands below (since we use the name of the file). 2. Move this to your src folder, at / usr/local/src, and run the following commands, which will un archive the zipped source, in a shell: cd /usr/local/srcgzip -d httpd-2.4.3.tar.bz2tar xvf httpd-2.4.3.tarcd httpd-2.4.3 3. The following command is semi-optional. If you dont mind the default options, which installs it to /usr/local/apache2, you can skip to step 4. If youre interested as to what can be customized, then run this command: ./configure help This will give you a list of the options you can change for when it installs. 4. This will install Apache: ./configure enable-somakemake install Note: if you get an error that says something like this: configure: error: no acceptable C compiler found in $PATH, then you need to install a C compiler. This probably wont happen, but if it does, Google install gcc on [insert your brand of linux] 5. Yay! Now you can start up and test Apache: cd /usr/local/apache2/bin./apachectl start Then point your browser to http://local-host and it should tell you It Works! Note: if you changed where Apache installed, you should adjust the above cd command accordingly. Now that you have Apache installed, you can install and test PHP! Again, this assumes youre downloading a certain file, which is a certain version of PHP. And again, this is the latest stable release as of writing this. That file is named php-5.4.9.tar.bz2 1. Download php-5.4.9.tar.bz2 from www.php.net/downloads.php and again place it in your /usr/local/src then run the following commands: cd /usr/local/srcbzip2 -d php-5.4.9.tar.bz2tar xvf php-5.4.9.tarcd php-5.4.9 2. Again, this step is semi-optional as it deals with configuring php before you install it. So, if you want to customize the installation, or see how you can customize it: ./configure help 3. The next commands actually install PHP, with the default apache install location of /usr/local/apache2: ./configure with-apxs2/usr/local/apache2/bin/apxsmakemake installcp php.ini-dist /usr/local/lib/php.ini 4. Open the file /usr/local/apache2/conf/httpd.conf and add the following text: SetHandler application/x-httpd-php Then while in that file make sure it has a line that says LoadModule php5_module modules/libphp5.so 5. Now you will want to restart apache and verify that php is installed and woking correctly: /usr/local/bin/apache2/apachectl restart No make a file called test.php in your /usr/local/apache2/htdocs folder with the following line in it: phpinfo(); ? Now point your favorite internet browser at http://local-host/test.php and it should tell you all about your working php installation.

F.B.I. Says Records Demands Are Curbed Essay Example | Topics and Well Written Essays - 1250 words

F.B.I. Says Records Demands Are Curbed - Essay Example Among its many extraordinary provisions, the law canceled habeas corpus rights for non-citizens (which amounted to twenty million people in the United States). According to the New York Times article, "The Federal Bureau of Investigation improperly obtained personal information on Americans in numerous terrorism investigations in 2006, but internal practices put in place since then appear to have helped curtail the problems, Bush administration officials said Wednesday. The US government was unable to identify and to directly attack the enemies. Because of the strengthened paranoia of terrorist attacks, every person is considered a potential suspect. With the goal of ending international terrorism, civilians are also affected. The ethical issue that may be considered relevant to the topic is terrorism and double standards My concern is that if we don't have a good answer we may not have a justification to accept, or even promote, one country's "war on terrorism" while rejecting another's. And nobody likes double-standards when it comes to the justification of international policies.. There was no assurance that there should be no detention-without-trial, no suppression of free speech and there should be increased checks or evaluations on police power. There should be no double-standards and all countries will receive equal treatment. This means Pakistan and Ira... Military troops should be sent to both countries in search for these alleged terrorists. There should be no hesitation with investigating Pakistan regardless of Pakistan's exportation of nuclear technology in North Korea. There should also be no indecision with challenging the sovereignty of Pakistan as well as with Iraq. It isn't surprising, then, that one wonders whether "terrorism" names a definite and identifiable kind of act, or if it is a politically charged term used selectively to capture an arbitrary set of events. In the Fatosphere, Big Is In, or at Least Accepted By RONI CARYN RABIN Published: January 22, 2008 Recent studies show that the consumers have also considered skipping fast-food eating for this can be a reason for gaining more calories due to the fat content as well as less availability of healthier food options. Almost every magazine or book that talks about losing weight or maintaining healthy lifestyle advice readers to eat at home instead of eating at fast-food restaurants for this can give them the opportunity to prepare nutritious and healthy meals for the family as well as save money. There have been some notions that fast-food meal tends to have more fat than home-cooked meal and that you can gain more calories just by eating out. Dining at fast-foods can be healthy as long as we prepare ahead as to what food we want to order and consider its nutritional value as well. In the book entitled Competitive Advantage by Jaynie Smith, she stated that there is an increasing need for Americans to eat healthy food. Since fast-foods are their usual first option for getting access to ready food, the fast foods have to think of new ways and strategies to offer healthy