1600s 1700s Military History Timeline

1600s 1700s Military History Timeline Timeline Home | to 1000 | 1001-1200 | 1201-1400 | 1401-1600 | 1801-1900 | 1901-present 1600s 1602 - Eighty Years War: Maurice of Orange captures Grave 1609 - Eighty Years War: The Twelve Years Truce ends fighting between the United Provinces and Spain May 23, 1618 - Thirty Years War: The Second Defenestration of Prague leads to the outbreak of the conflict November 8, 1620 - Thirty Years War: Ferdinand II defeats Ferdinand V at the Battle of White Mountain April 25, 1626 - Thirty Years War: Albrecht von Wallenstein leads Catholic forces to victory at the Battle of Dessau Bridge September 17, 1631 - Thirty Years War: Swedish forces led by King Gustavus Adolphus win the Battle of Breitenfeld November 16, 1632 - Thirty Years War: Swedish troops win the Battle of Là ¼tzen, but Gustavus Adolphus is killed in the fighting 1634-1638 - American Colonies: English settles and their Native American allies win the Pequot War December 17, to April 15, 1638 - Shimabara Rebellion: A peasant rebellion takes place on Japans Shimabara Peninsula September 23, 1642 - English Civil War: Royalist and Parliamentarian forces clash at the Battle of Powick Bridge October 23, 1642 - English Civil War: The first pitched battle of the conflict is fought at Edgehill May 19, 1643 - Thirty Years War: French troops win the Battle of Roncroi July 13, 1643 - English Civil War: The Royalists win the Battle of Roundway Down September 20, 1643 - English Civil War: Royalist and Parliamentary forces meet at the First Battle of Newbury December 13, 1643 - English Civil War: Parliamentary troops win the Battle of Alton July 2, 1644 - English Civil War: Parliamentary forces win the Battle of Marston Moor June 14, 1645 - English Civil War: Parliamentarian troops crush Royalist forces at the Battle of Naseby July 10, 1645 - English Civil War: Sir Thomas Fairfax wins the Battle of Langport September 24, 1645 - English Civil War: Parliamentarian forces win the Battle of Rowton Heath May 15 October 24, 1648 - Thirty Years War: The Peace of Westphalia ends both the Thirty and Eighty Years War August 17-19, 1648 - English Civil War: Oliver Cromwell wins the Battle of Preston September 3, 1651 - English Civil War: Parliamentarian forces win the Battle of Worcester July 10, 1652 - First Anglo-Dutch War: The English Parliament declares war on the Dutch Republic May 8, 1654 - First Anglo-Dutch War: The Treaty of Westminster ends the conflict 1654 - Anglo-Spanish War: Driven by commercial rivalry, England declares war on Spain September 1660 - Anglo-Spanish War: After the restoration of Charles II, the war comes to an end March 4, 1665 - Second Anglo-Dutch War: The conflict begins after the Dutch permit their ships to fire when threatened May 24, 1667 - War of Devolution: France invades the Spanish Netherlands starting the war June 9-14, 1667 - Second Anglo-Dutch War: Admiral Michiel de Ruyter leads a successful raid on the Medway July 31, 1667 - Second Anglo-Dutch War: The Treaty of Breda ends the conflict May 2, 1668 - War of Devolution: Louis XIV agrees to the Triple Alliances demands bringing the war to a close April 6, 1672 - Third Anglo-Dutch War: England joins France and declares war on the Dutch Republic February 19, 1674 - Third Anglo-Dutch War: The Second Peace of Westminster ends the war June 20, 1675 - King Philips War: A band of Pokanoket warriors attacks the Plymouth colony opening the war August 12, 1676 - King Philips War: King Philip is killed by colonists effectively ending the war 1681 - War of 27 Years: Fighting begins between the Marathas and Mughals in India 1683 - War of the Holy League: Pope Innocent XI forms the Holy League to block Ottoman expansion in Europe September 24, 1688 - War of the Grand Alliance: Fighting begins as the Grand Alliance forms to contain French expansion July 27, 1689 - Jacobite Risings: Jacobite forces under Viscount Dundee win the Battle of Killiecrankie July 12, 1690 - War of the Grand Alliance: William III defeats James II at the Battle of the Boyne February 13, 1692 - Glorious Revolution: Members of Clan MacDonald are attacked during the Glencoe Massacre September 20, 1697 - War of the Grand Alliance: The Treaty of Ryswick ends the War of the Grand Alliance January 26, 1699 - War of the Holy League: The Ottomans sign the Treaty of Karlowitz ending the war February 1700 - Great Northern War: Fighting begins between Sweden, Russia, Demark, and Saxony 1701 - War of the Spanish Succession: Fighting begins as an alliance of Britain, the Holy Roman Empire, Dutch Republic, Prussia, Portugal, and Denmark declare war to prevent a French succession to the Spanish throne February 29, 1704 - Queen Annes War: French and Native American forces conduct the Raid on Deerfield August 13, 1704 - War of the Spanish Succession: The Duke of Marlborough wins the Battle of Blenheim May 23, 1706 - War of the Spanish Succession: Grand Alliance forces under Marlborough win the Battle of Ramillies 1707 - War of 27 Years: The Mughals are defeated ending the war July 8, 1709 - Great Northern War: Swedish forces are crushed at the Battle of Poltava March/April 1713 - War of the Spanish Succession: The Treaty of Utrecht ends the war December 17, 1718 - War of the Quadruple Alliance: The French, British, and Austrians declare war on Spain after Spanish troops land on Sardinia and Sicily June 10, 1719 - Jacobite Risings: Jacobite forces are beaten at the Battle of Glen Shiel February 17, 1720 - War of the Quadruple Alliance: The Treaty of The Hague ends the fighting August 20, 1721 - Great Northern War: The Treaty of Nystad ends the Great Northern War July 1722 - Russo-Persian War: Russian troops embark for an invasion of Iran September 12, 1723 - Russo-Persian War: The Russians compel Tahmasp II to sign a peace treaty Timeline Home | to 1000 | 1001-1200 | 1201-1400 | 1401-1600 | 1801-1900 | 1901-present 1730s February 1, 1733 - War of the Polish Succession: Augustus II dies creating the succession crisis that leads to war November 18, 1738 - War of the Polish Succession: The Treaty of Vienna settles the succession crisis December 16, 1740 - War of the Austrian Succession: Frederick the Great of Prussia invades Silesia opening the conflict April 10, 1741 - War of the Austrian Succession: Prussian forces win the Battle of Mollwitz June 27, 1743 - War of the Austrian Succession: The Pragmatic Army under King George II wins the Battle of Dettingen May 11, 1745 - War of the Austrian Succession: French troops win the Battle of Fontenoy June 28, 1754 - War of the Austrian Succession: Colonial forces complete the Siege of Louisbourg September 21, 1745 - Jacobite Uprising: Prince Charles forces win the Battle of Prestonpans April 16, 1746 - Jacobite Uprising: Jacobite forces are defeated by the Duke of Cumberland at the Battle of Culloden October 18, 1748 - War of the Austrian Succession: The Treaty of Aix-la-Chapelle ends the conflict July 4, 1754 - French Indian War: Lt. Colonel George Washington surrenders Fort Necessity to the French July 9, 1755 - French Indian War: Major General Edward Braddock is routed at the Battle of the Monongahela September 8, 1755 - French Indian War: British and colonial forces defeat the French at the Battle of Lake George June 23, 1757 - Seven Years War: Colonel Robert Clive wins the Battle of Plassey in India November 5, 1757 - Seven Years War: Frederick the Great wins the Battle of Rossbach December 5, 1757 - Seven Years War: Frederick the Great triumphs at the Battle of Leuthen June 8-July 26, 1758 - French Indian War: British forces conduct the successful Siege of Louisbourg June 20, 1758 - Seven Years War: Austria troops defeat the Prussians at the Battle of Domstadtl July 8, 1758 - French Indian War: British forces are beaten at the Battle of Carillon August 1, 1759 - Seven Years War: Allied forces defeat the French at the Battle of Minden September 13, 1759 - French Indian War: Major General James Wolfe wins the Battle of Quebec but is killed in the fighting November 20, 1759 - Seven Years War: Admiral Sir Edward Hawke wins the Battle of Quiberon Bay February 10, 1763 - Seven Years War: The Treaty of Paris ends the war in a victory for Britain and its allies August 5-6, 1763 - Pontiacs Rebellion: The British win the Battle of Bushy Run September 25, 1768 - Russo-Turkish War: The Ottoman Empire declares war on Russia following a border incident at Balta March 5, 1770 - Prelude to the American Revolution: British troops fire into a crowd at the Boston Massacre July 21, 1774 - Russo-Turkish War: The Treaty of Kuà §uk Kainarji ends the war in a Russian victory April 19, 1775 - American Revolution: The war begins with the Battles of Lexington Concord April 19, 1775-March 17, 1776 - American Revolutin: American troops conduct the Siege of Boston May 10, 1775 - American Revolution: American forces capture Fort Ticonderoga June 11-12, 1775 - American Revolution: American naval forces win the Battle of Machias June 17, 1775 - American Revolution: The British win a bloody victory at the Battle of Bunker Hill September 17-November 3, 1775 - American Revolution: American forces win the Siege of Fort St. Jean December 9, 1775 - American Revolution: Patriot forces win the Battle of Great Bridge December 31, 1775 - American Revolution: American forces are turned back at the Battle of Quebec February 27, 1776 - American Revolution: Patriot forces win the Battle of Moores Creek Bridge in North Carolian March 3-4, 1776 - American Revolution: American forces win the Battle of Nassau in the Bahama June 28, 1776 - American Revolution: The British at defeated near Charleston, SC at the Battle of Sullivans Island August 27, 1776 - American Revolution: Gen. George Washington is defeated at the Battle of Long Island September 16, 1776 - American Revolution: American troops win the Battle of Harlem Heights October 11, 1776 - American Revolution: Naval forces on Lake Champlain fight the Battle of Valcour Island October 28, 1776 - American Revolution: The British force the Americans to retreat at the Battle of White Plains November 16, 1776 - American Revolution: British troops win the Battle of Fort Washington December 26, 1776 - American Revolution: American troops win a daring victory at the Battle of Trenton January 2, 1777 - American Revolution: American troops hold at the Battle of the Assunpink Creek near Trenton, NJ January 3, 1777 - American Revolution: American forces win the Battle of Princeton April 27, 1777 - American Revolution: British forces win the Battle of Ridgefield July 2-6, 1777 - American Revolution: British forces win the Siege of Fort Tinconderoga July 7, 1777 - American Revolution: Colonel Seth Warner fights a determined rearguard action at the Battle of Hubbardton August 6, 1777 - American Revolution: American forces are beaten at the Battle of Oriskany September 3, 1777 - American Revolution: American and British troops clash at the Battle of Coochs Bridge September 11, 1777 - American Revolution - The Continental Army is defeated at the Battle of Brandywine September 26-November 16, 1777 - American Revolution: American forces fight the Siege of Fort Mifflin October 4, 1777 - American Revolution: British forces win the Battle of Germantown September 19 October 7, 1777 - American Revolution: Continental forces win the Battle of Saratoga Decebmer 19, 1777-June 19, 1778 - American Revolution: The Continental Army winters at Valley Forge June 28, 1778 - American Revolution: American troops engage the British at the Battle of Monmouth July 3, 1778 - American Revolution: Colonial forces are beaten at the Battle of Wyoming August 29, 1778 - American Revolution: The Battle of Rhode Island is fought north of Newport February 14, 1779 - American Revolution: American forces win the Battle of Kettle Creek July 16, 1779 - American Revolution: Brigadier General Anthony Wayne wins the Battle of Stony Point July 24-August 12, 1779 - American Revolution: The American Penobscot Expedition is defeated August 19, 1779 - American Revolution: Battle of Paulus Hook is fought September 16-October 18, 1779 - American Revolution: French American troops conduct the failed Siege of Savannah September 23, 1779 - American Revolution: John Paul Jones captures HMS Serapis March 29-May 12 - American Revolution: British forces win the Siege of Charleston May 29, 1780 - American Revolution: American forces are defeated at the Battle of Waxhaws October 7, 1780 - American Revolution: American militia wins the Battle of Kings Mountain in South Carolina January 17, 1781 - American Revolution: Brig. Gen. Daniel Morgan wins the Battle of Cowpens March 15, 1781 - American Revolution: American troops bleed the British at the Battle of Guilford Court House April 25, 1781 - American Revolution: British troops win the Battle of Hobkirks Hill in South Carolina September 5, 1781 - American Revolution: French naval forces win the Battle of the Chesapeake September 8, 1781 - American Revolution: British and American forces clash at the Battle of Eutaw Springs October 19, 1781 - American Revolution: General Lord Charles Cornwallis surrenders to Gen. George Washington ending the Siege of Yorktown April 9-12, 1782 - The British win the Battle of the Saintes September 3, 1783 - American Revolution: American independence is granted and the war concluded by the Treaty of Paris April 28, 1789 - Royal Navy: Acting Lieutenant Fletcher Christian deposes Lieutenant William Bligh during the Mutiny on the Bounty July 9-10, 1790 - Russo-Swedish War: Swedish naval forces triumph in the Battle of Svensksund April 20, 1792 - Wars of the French Revolution: The French Assembly votes to declare war on Austria beginning a series of conflicts in Europe September 20, 1792 - Wars of the French Revolution: French forces win a victory over Prussia at the Battle of Valmy June 1, 1794 - Wars of the French Revolution: Admiral Lord Howe defeats the French fleet at the Glorious First of June August 20, 1794 - Northwest Indian War: General Anthony Wayne defeats the Western Confederacy at the Battle of Fallen Timbers July 7, 1798 - Quasi-War: The US Congress rescinds all treaties with France beginning an undeclared naval war August 1/2, 1798 - Wars of the French Revolution: Rear Admiral Lord Horatio Nelson destroys a French fleet at the Battle of the Nile

Fast Facts About Ancient Ephesus

Fast Facts About Ancient Ephesus Ephesus, now Selà §uk in modern Turkey,  was one of the most famous cities of the ancient Mediterranean. Founded in the Bronze Age and important from ancient Greek times, it contained the Temple of Artemis, one of the Seven Wonders of the World, and served as a crossroads between the East and West for centuries. Home of a Wonder The Temple of Artemis, constructed in the sixth century B.C., contained wondrous sculptures, including the multi-breasted cult statue of the goddess. Other statues there were constructed by the likes of the great sculptor Phidias. The temple was sadly destroyed for the last time by the fifth century A.D., after a man tried to burn it down centuries earlier. Library of Celsus There are visible ruins of a library dedicated to Proconsul Tiberius Julius Celsus Polemeanus, governor of the province of Asia, that housed between 12,000-15,000 scrolls. An earthquake in 262 A.D. dealt a devastating blow to the library, although it wasnt fully destroyed until later. Important Christian Site Ephesus wasnt just an important city for the pagans of antiquity. It also was the site of St. Pauls ministry for years. There, he baptized quite a few followers (Acts 19:1-7) and even survived a riot by silversmiths. Demetrius the silversmith made idols for Artemiss temple and hated that Paul was affecting his business, so he caused a ruckus. Centuries later, in 431 A.D., a Christian council was held at Ephesus. Cosmopolitan A great city for pagans and Christians alike, Ephesus contained the normal centers of Roman and Greek cities, including a theater that seated 17,000-25,000 people, an odeon, a state agora, public toilets, and monuments to the emperors. Great Thinkers Ephesus produced and fostered some of the brilliant minds of the ancient world. As Strabo writes in his  Geography, Notable men have been born in this city... Hermodorus is reputed to have written certain laws for the Romans. And Hipponax the poet was from Ephesus; and so were  Parrhasius  the painter and Apelles, and more recently Alexander the orator, surnamed Lychnus. Another alumnus of Ephesus, the philosopher Heraclitus discussed important thoughts on the nature of the universe and humanity. Restoration Ephesus was destroyed by an earthquake in 17 A.D. then rebuilt and enlarged by Tiberius.

Short answers about Introduction to Political Economy Essay - 1

Short answers about Introduction to Political Economy - Essay Example y of scale, extensive spending on irrecoverable costs over time, taking political actions to exclude competitors, having exclusive ownership/delivery of a specific resource or service, and receiving a legal grant to exercise domination over a market. 3. Companies are motivated to compete with each other by influences such as potential market gains and the economic power that may result. Competition can also produce benefits by casting innovation and advancement as necessities, rather than gratuities. Collusion is a tempting option for companies, especially in markets where only a few businesses tend to dominate. Collusion can result from regular conference calls that necessitate inter-corporate strategizing, can be a means of controlling wages, and allows participants to benefit from the resulting price stability. 4. The regulation of trade presents potential benefits, as well as concessions. Restrictions help to protect companies from competition, particularly on an international basis. However, as a consequence of this security, the spread of unfair policies that favor domestic businesses will surely pose as a barrier to global commerce. Another problem is that markets would become limited as less resources were available due to regulations. 5. Capture theory refers to the tendency for government market regulation agencies to act in the interest of the industry they regulate, rather than the consumers. The result is that the agency head essentially becomes the president of a pseudo-monopoly. The public-interest theory states that the government needs to step in and regulate industry due to the likelihood of the public struggling without guidance, and that this supervision is in the best interest of the people. 6. The ten planks of the communist manifesto include: 1) Abolish private ownership of land, 2) heavily progressive tax system, 3) dismissal of inheritance rights, 4) seizing the property of all dissenters, 5) exclusive government monopoly of credit and

Analyzing two art work Essay Example | Topics and Well Written Essays - 500 words

Analyzing two art work - Essay Example These include 91 steps from each side besides the top whereby in total comprise the 365 days of a full year, hence its structure was more symbolic than mere external depictions. In addition, people deemed this pyramid was a physical depiction of the link, which they had with Kukulkan (feathered snake) (Bilsen 594). The community held that Chichen Itza Pyramid acted as their source of economic power owing to its central purpose, which encompassed making sacrifices meant to appease their gods. The entire building besides having a pyramid shape, it comprised of 91 steps on its four sides and one at the top. These make up 365 steps, which is a symbol of Mayan calendar, which they used to predict various seasons. Besides, there are also stairways on the sides running from top to bottom characterized by feathered snake engravings. The expression of culture is evident from the pyramid’s various structures besides its symbolism of the Mayan calendar (Lopata 28). For illustration, inside chambers that acted as places for offering sacrifices when appeasing to their gods for rain or other favors. Hence, the entire community held an immense veneration for its spiritual beings, which the community deemed possessed unsurpassed power meant to manipulate their environment. Besides, various chambers inside the structure depict both the social and political array of the Mayan community (Lopata 28). Both the Djenne Mosque and Chichen Itza Pyramid acted as centers meant for worship by their respective communities, though the latter utilized human sacrifices (Gardner & Kleiner 400). Besides, the two structure’s builders did not utilize the same materials for their constructions. Mosque’s dominant material was mud bricks, whereas Chichen Itza Pyramid carved stones besides occupying large area (Gardner & Kleiner 400). The structure was a temple

Historical Profile on Frank W. Notestein and Guttmacher Essay Example for Free

Historical Profile on Frank W. Notestein and Guttmacher Essay Demography is the scientific study of population size, structure(or composition), spatial distribution and development of human population overtime (McFalls, 2007). Therefore, the aim of this paper is to present a historical profile on Frank W. Notestein and Guttmacher Institute and their major contributions to the development of demography. In opening the paper began by defining demography. It will progress by introducing who Notestein was there after his contributions to development of demography. Furthermore, the paper will present a historical profile of the Guttmacher Institute. Finally, the organization’s contributions made to development of demography will be presented. A conclusion will then be drawn. Having defined what demography is the paper will now bring in who Notestein was there after his contributions to development of demography. Frank W. (Wallace) Notestein was born in Alma, Michigan in 1902, Notestein received his undergraduate degree from the College of Wooster in 1923. He received his PhD in Economics from Cornell University in 1927 and was an Economics instructor there from 1926-1927. From 1927 through 1928, Notestein worked abroad as a researcher of the Social Sciences Research Council. He began work for the Milbank Memorial Fund as a research assistant and then became a member of its technical staff from 1929 through 1936. In 1936, Notestein began as a Lecturer at Princeton University. At the same time, he developed and directed the Office of Population Research (OPR) at Princeton’s Woodrow Wilson School of Public and International Affairs with funding from the Milbank Memorial Fund. By 1941, Notestein had attained full professorship as the Director of the OPR and as a professor of Demography, holding both titles until his resignation in 1959. Notestein remained as Acting Director of the OPR for the fall 1959 term while his successor, Ansley J. Coale, took a vacation. After Notestein’s resignation, he remained involved at Princeton as a â€Å"Visiting Senior Demographer† through 1963. In addition, he was a â€Å"Visiting Lecturer in Public and International Affairs, â€Å"at Princeton beginning in 1968. He maintained both positions until June 1982.Notestein’s resignation from full professorship and director of the OPR at Princeton allowed him to become the president of the Population Council (PC) until 1968. Notestein had been a trustee of the PC since its establishment. Along with Notestein’s positions at Princeton and the PC, he was the organizer and  first director of the Population Division of the United Nations, 1946-1948. He chaired the Technical Advisory Committee on Population for the 1950 United States Census and was a member of the 1960 United States Census Committee. Notestein was a researcher of the American Academy of Arts and Sciences, the American Association for the Advancement of Science, the American Sociological Association, and the American Statistical Association. He was a member of the American Eugenics Society, the American Philosophical Society, the Council on Foreign Relations, the International Statistical Institute, the International Union for the Scientific Study of Population, the Population Association of America, and the Century Association. Notestein married Daphne Limbach in 1927; they had no children. He passed away in 1983 Notestein’s Contributions to Demography, Frank W. (Wallace) Notestein contributed a lot to the science of demography and to a better understanding of population problems in world affairs, especially through his work on family planning and population control. The following are some of the major contributions he made to development of demography. He worked for the Milbank Memorial Fund, an endowed national foundation that supports nonpartisan analysis, study, and research on significant issues in health policy, as a research assistant and then became a member of its technical staff from 1929 through 1936. Here he worked on differential fertility, the total genetic contribution to the next generation (Alter, 1992) The OPR focused on the study of the interrelation of population growth and change in underdeveloped areas and on the social and psychological factors affecting fertility in the American family. When he was the president of the Population Council (PC ) until 1968. He helped to study and promote understanding of the scientific aspects of population change throughout the world by fostering scientific theory and research in social, economic and medical fields. As the organizer and first director of the Population Division of the United Nations, he advised India’s Minister of Health on population policies and beginning a population center for training and research on demography in India in 1955. In addition, as chairperson of the Technical Advisory Committee on Population for the 1950 United States Census and as a member of the 1960 United States Census Committee, Notestein was a co-editor of the Population Index, a bibliography of population literature that was the official publication of the Population Association of American  and the OPR from 1936-1957. He co-authored Controlled Fertility in 1940 and The Future Population of Europe and the Soviet Union in 1944, as we ll as authoring numerous journal publications. Moving on further, the paper will now present a historical profile of the Guttmacher Institute . The Guttmacher Institute traces its origins from the Center for Family Planning Program Development. It was founded in 1968 by Alan F. Guttmacher (1898-1974). At the time, he was president of the Planned Parenthood Federation of America, an obstetrician-gynecologist, an author and a leader in reproductive rights. By 1968, Presidents John F. Kennedy, Lyndon Johnson and Richard Nixon had begun to call the publics attention to the problem of unplanned and unwanted childbearing and its consequences for individual women and men, their children and their communities both at home and abroad. Concurrently, the United States Congress was taking its first steps toward the development of an international population assistance program, as well as a versatile, national program aimed at providing equitable access to modern methods of birth control in the United States. By putting together nonpartisan social science research, policy analysis and public education, the Center hoped to provide a factual basis for the development of sound governmental policies and for public consideration of the sensitive issues involved in the promotion of reproductive health and rights. This purpose and commitment continue today [ http://www.guttmacher.org/sections/index.php] The Center was originally housed within the corporate structure of Planned Parenthood Federation of America (PPFA). Its program, however, was independently developed and overseen by a National Advisory Council separate from the PPFA Board of Directors. Its early development was nurtured by Alan F. Guttmacher, an eminent obstetrician-gynecologist, teacher and writer who was PPFAs president for more than a decade until his death in 1974. The Center was renamed in Dr. Guttmachers memory, and the Guttmacher Institute incorporated as an entirely independent nonprofit policy research institute with its own Board in 1977. The Guttmacher Institute maintains offices in New York and Washington. Its current staff of 78 comprises demographers, social scientists, public policy analysts, editors, writers, communications specialists, and financial and technical personnel. A few of its employees have been with the organization for most of its existence, and an  affiliation that goes back 10 or 15 years is not unusual. The Institutes work is guided by a 40-member board made up of eminent professionals from a rich variety of disciplines, as well as civic leaders from across the United States and around the world. The Guttmacher Institutes annual budget of approximately $14 million is derived largely from private foundations, government agencies, multilateral organizations and individual contributions. Contributions To begin with the organization provided a factual basis for the development of sound governmental policies and for public consideration of the sensitive issues involved in the promotion of reproductive health and rights (Srinivasan, 1998) Also, the Guttmacher I supplied information that was more current than the data from the the Division of Reproductive Health of the National Center for Chronic Disease Prevention and Health Promotion thereby providing reliable demographic information. They issued their report on 2005-May-19 which was based on 2001 2002 data. They found that the abortion rates in the U.S. continued to drop, although the rate of decrease has slowed since the early 1990s: the rate of abortion declined among women aged 15 to 44 from 21.3 in 2000 to 21.1 in 2001 and 20.9 in 2002. These are decreases of 0.8% a year .This compared with a rise in the number of abortions in the UK from 181,600 in 2003 to a record high of 185,400 in 2004 a 2% increase. Abortions for girls under 14 years of age increased by 6 %. (http://www.lifesite.net/Decline+in+Number+and/html) Bringing this discussion closer home, the Guttmacher Institute and Youth Vision Zambia partnered to collaborate on a project with the primary goal of increasing understanding among priority audiences of the incidence of unsafe abortion in Zambia, in an effort to improve access to sexual and reproductive health information and services and contribute to a reduction in the incidence of unsafe abortion. (http://www.yvz.org.zm/?page_id=75) Now in its fifth decade, the Guttmacher Institute remains committed to the mission and goals that led to its creation. For instance, the organization recently did some work on The Incidence of Induced Abortion in Uganda, where they concluded that unsafe abortion exacts a heavy toll on women in Uganda. To reduce unplanned pregnancy and unsafe abortion, and to improve womens health, increased access to contraceptive services is needed for all women.  (Ankungo, 2005) In conclusion, the paper has presented a historical profile on Frank W. Notestein and Guttmacher Institute and their major contributions to the development of demography. It can be concluded that both the person and the organization are significant to development of demography. For instance, Notstein’s study and research of the scientific aspects of population change throughout the world has fostered scientific theory and research in social, economic and medical fields. In terms of the institute, provides a factual starting point in demographic information and methods which aid governments in coming up with informed policies.

Dangerous Ground :: essays research papers

Dillion said, â€Å"Goodbye, me old son.† His hand found the silenced Walther at his waistband under the tunic at his back, it swung up and he fired twice, each bullet striking Marco in the heart and driving him back. We can see from the previous, that the novel, On Dangerous Ground, is not your average book. On the contrary, it’s the opposite, because it’s filled with murder, betrayal, and lies. This suspenseful novel has a great plot, intriguing characters, and is recommended for young and old adults. To clarify, the plot is about a secret document called the Chungking Covenant. This document was signed by Mao Tse-Tung and could extend British rule over China by one hundred years. However, the document disappeared in a plane crash on flight from China to London. Now as Hong Kong prepares to be restored to China, England’s prime minister learns of its existence. In spite of this, the Mafia is looking for the document, to have leverage over their operations in Hong Kong. Now the British Intelligence is willing to do anything, so they can stop the Mafia and so the world’s delicate balance of power isn’t destroyed. Well, that’s the plot and it might not seem interesting at first, but the story builds and becomes more exciting by the page.   Ã‚  Ã‚  Ã‚  Ã‚  Meanwhile, another very intriguing feature in this novel are the characters. For example, Sean Dillion sounds like a cold-blooded person because he worked for different terrorist and government organizations. Many times his work included bombing places and killing people. However, the good side of him was that he never killed women or children. Likewise, another great character is Asta Morgan. She seems like a charming girl who only knows about having a peaceful life. But actually she’s a heartless woman who killed her own mother and tricked Dillion. In light of this, these two characters are intriguing, because they change throughout the novel and it’s hard to anticipate their next move.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Now, as you may know, there are books that are fantasy or action, but you can’t put a label on this book. The reason for this is because it doesn’t stretch your imagination too far or too little. For instance, in the beginning of the book, Dillion shoots two armed men and looks to be unstoppable. However, suddenly a woman armed with a knife repeatedly stabs him in the back. The effect of this was Dillion barely surviving a four-hour surgery and having to recuperate for six months.

Nationalism and the origins of The first world war Essay

When global war broke out in 1914 dreams of world peace and prosperity were shattered. Accordingly, the First World War was arguably one of the most traumatic episodes in the history of international affairs. Geopolitically speaking, the First World War (also described as WWI in this essay) was unprecedented in both scale and sheer loss of human life. Never before had the world witnessed such carnage and violence perpetuated through the use of modern technology. The First World War touched much of the world and the implications of this conflict reverberated across the globe. Seeking to understand the historical explanations as well as the role that nationalism played in the outbreak of the First World War, this essay will explore the multiple causes of the development of global hostilities in 1914. Using a three pronged analytical model, the causes of the WWI will be discusses with reference to the pre-conditions and precipitants for conflict and the triggers which sparked the war. Understanding that WWI was an international event with global repercussions, we will analyze the various antecedents for the emergence of armed conflict through a multi-causal approach. This essay will argue that a variety of factors led to the outbreak of the First World War and while there is not one single causal explanation for the emergence of global conflict in 1914, a proper explanation of the origins of this conflict takes into account the amalgamation of each of these factors. While nationalism was an important factor leading to the outbreak of international conflict between the warring parties, this essay will argue that in fact, nationalism was an important precursors to the emergence of conflict but the sole and deciding force in the violence which erupted on the shores of Europe and reverberated across the planet. Although the First World War has recently been overshadowed in the aftermath of the WWII, this conflict was the first in terms of scale and sheer destruction and thus continues to be worthy of scholarly analysis. Nationalism in International Affairs Nationalism is an important force in international relations and has been so for centuries. As a basic principle of the international order, concepts of state sovereignty are intrinsic to our understanding of the world system. Accordingly, the international system is predicated upon the existence of nation-states and nationalism is a belief or sense of identity within the nation. The Treaty of Westphalia established the principle of state sovereignty, another fundamental principle of the international order which established the nation-state as an autonomous political entity. Similar to tribalism or a sense of social kinship, nationalism as a potent political force began in Europe in the late eightieth century and was connected with a decline in overall religiosity, the development of industrialization, Enlightenment thoughts and a concerted effort by political elites to â€Å"build states†. By inculcating a sense of nationalist fervor in the citizens of their respective countries, elites have been able to manipulate nationalism for political purposes. Mass mobilization towards a variety of specific causes through an appeal to nationalist sentiment has been used as a political tool for centuries. Although not exclusively a negative force, nationalism remains an important ordering principle of the international system and a force to be reckoned with (Anderson 2006). Preconditions to the Outbreak of Conflict There were a variety of preconditions to the emergence of the conflict, which up until that date, had been the largest that the world had ever seen. The First World War represented the dueling alliances of the Triple Entente – composed of Britain, France and Russia – and the Triple Alliance – comprised of Germany, Austria-Hungary and Italy. Pre-conditions are best described as the precursors to conflict and there were many underlying long-term causes for the belligerent behaviour of the states of Europe in 1914. An arms race, underway for years, and growing at a rapid pace just prior to the emergence of the First World War set the stage for violent conflict between the major states of the region. Accordingly, the arms race occurring at the time exacerbated the global balance of power and led to an increased likelihood of aggressive behavior between the armies of Europe. As the European armies grew and competed with one another for size, manpower and prestige, the naval race between German and Britain contributed to a partition of the major states of the continent into two opposing camps. Competition was surely facilitated by nationalist tendencies and a desire to counterbalance the political, diplomatic and military ambitions of one’s rival. In addition to international arms races, domestic pressures and a willingness of the part of the citizens of some countries to engage in war helped precipitate the conflict. Accordingly, the diplomatic isolation of Germany, Austro-Hungary was another important contributor to the outbreak of global war in 1914. German nationalism, largely ignored in the settlement of the Congress of Vienna almost one hundred years before, did experience a resurgence particularly after the imposition of what was then conceived by many to be an unfair Treaty in Vienna and gained prominence in the middle to late nineteenth century and early twentieth century. Accordingly, a German nationalism movement led a revolution to unify the country in 1871 – a similar movement in Italy served to unite that country in 1861 – and remained an important, although not solely important, force in attempting to explain the preconditions of conflict in 1914 (Joll and Martel 1992). In addition to the pre-conditions above, a series of crises from 1904-1914 also helped pave the way for the emergence of the First World War and were important pre-cursors to this conflict. The First Moroccan Crisis from 1905-1906 resulted in a German offensive which created the Entente. This was followed by the Bosnia-Herzegovina Crisis of 1908/1909 in which Austria-Hungary formally annexed Bosnia-Herzegovina. This important precursor to future conflict forced Russia to reevaluate its geopolitical situation and in turn view Germany and Austro-Hungary as a potential threat. The Second Moroccan Crisis (1911-1912) united Russia, Britain and France against Germany and was an important stabilizer for the Triple Entente informal alliance. The final conflicts which were important pre-conditions to the outbreak of violence in 1914 were the Balkan Wars 1912-13. These series of wars removed the Ottoman Empire from the equation and led to an impressive German arms build-up (Strachan 2001; Joll and Martel 1992). On the Cusp of War: Precipitants to Conflict Precipitants are short-term crises that made the war seem inevitable and a series of crises, beginning with the assassination in Sarajevo of Franz-Ferdinand, Archduke of the Austro-Hungarian Empire, made large-scale war in Europe seem like an inevitability. In fact, the months of late June/early July were replete with crises beginning with the violent assassination in Serbia of the Archduke of the Austro-Hungarian Empire. Assassinated on Serbia’s national day by a violent terrorist organization, the Black Hand, this event alone is described by many observers of the First World War as perhaps the most monumental precipitant to the outbreak of hostilities between the major powers of Europe. Following his violent death at the hands of a Serbian nationalist, Germany unilaterally supported the right of the Austro-Hungarian Empire to respond as it saw fit. This led to successive increases in belligerence on both sides and an ultimatum by Austria-Hungary to Serbia (Strachan 2001; Joll and Martel 1992). Triggers and the Outbreak of War There are a variety of direct antecedents to the War of 1914 and the following will describe the important triggers for the world’s largest military mobilization to-date in the aftermath of the assassination of Franz-Ferdinand, Archduke of the Austro-Hungarian Empire. While there is not one single event which explains the emergence of large-scale conflict, the following will chart the important triggers which led to the internationalization of conflict and the explosion of a truly global war. Serbia’s rejection of the ultimatum put forth by the Austro-Hungarian represented a desire on its part to safeguard its independence. By rejecting the Austro-Hungarian ultimatum and seeking Russian support, the Serbian republic unwittingly set the stage for the bloodiest war the world had ever known. Serbian intransigence and refusal to acquiesce to the demands of Austria-Hungary set the stage for Russian involvement which internationalized the conflict and significantly increased its scope. At the time, the Russian army was the largest army on the planet and the inclusion of Russia into the dispute significantly increased its scope and explosive potential. Following the introduction of Russia into the equation, the first four days of August 1914 proved to significantly expand the horizons of the conflict. During those first few days of the month, Germany declared war on Russia and its ally France, leading to the mobilization of Britain and the further internationalization of belligerence. Germany’s decision to declare war on Russia and the Entente powers represented an important expansion of the conflict on the side of the Triple Alliance and set the stage for the mobilization and later involvement of Britain in the brewing hostilities (Strachan 2001; Joll and Martel 1992). Origins of the â€Å"Mass War† and Nationalism At the outbreak of World War One, states mobilized what scholars have described as â€Å"mass wars†: the uniquely modern phenomenon of warfare developed in the twentieth century which required the wholesale diversion of economies, labour and national productivity towards the war effort (44). Accordingly, â€Å"from 1914 on, wars were unmistakably mass wars†¦such a level of mass mobilization cannot be maintained except by a modern high-productivity industrialized economy. † (Hobsbawm 1994). State apparatuses grew and â€Å"mass wars† required governments to mobilize people, resources, and armaments to serve the war effort. Citizens were conscripted to fight, industry was instructed to produce arms, and the government became intimately involved in the establishment of monopolistic war economies. Although nationalism did play a role in the establishment of war economies and the growth of military-industrial complexes built up to support the war effort, many factors account for call to arms and the descent into extreme bloodshed and violence during the First World War. Mass mobilization towards the war effort was certainly helped by nationalist fervor as the belligerent parties prepared for conflict which until then would have been on an unimaginable scale, but as has been shown above, nationalism is just one part of the equation in attempting to explain the origins of the First World War (Hobsbawm 1994). Concluding Remarks As one of the most traumatic episodes in the history of the world, the First World War represented geopolitical conflict on an unprecedented scale. Never before had the world witnessed such carnage, bloodshed and violence. Seeking to understand the historical explanations and discuss the role that nationalism has played in the outbreak of the First World War, this essay has explored the antecedents for conflict in 1914. Important preconditions, precipitants and triggers have accounted for the emergence of this conflict. Nationalism, although an important factor which can help explain the emergence of World War One, is actually only one aspect of the overall conditions which lay the groundwork for World War One. Nationalism may be a guiding principle of the international order but a focus which exclusively explores the role of nationalism in the causes of war gives an incomplete picture of this global conflict. While nationalism may have been a force in the establishment of alliances in Europe, there were a handful of other preconditions, precipitants and triggers which led to this conflict. As this essay has shown, many factors led to the violent episode now known as the Second World War and while each factor differed in substance, each contributed to the emergence of the â€Å"War to End All Wars†. REFERENCES Anderson, B. 2006. Imagined Communities. New York: Verso. Hobsbawm, E. 1994. Age of Extremes: The Short History of the Twentieth Century: 1914-1991. London: Abacus. James Joll, J. and G. Martel. 1992. The Origins of the First World War. New York: Longman. McEvedy, C. 2003. The New Penguin Atlas of History. New York: Penguin. Strachan, H. 2001. The Oxford Illustrated History of the First World War. London: Oxford University Press.

Analysis of media writing Essay

The two advertisements from ‘The Sunday Times’ are promoting new energy sources from the same company, Shell. The theme running through this campaign is aiming to display to the public how environmentally friendly Shell has become. They use local people from where the energy source is being harvested, in an attempt to create a feeling of commitment to that area. The adverts are not trying to sell a product directly, but through making us more aware of their commitment they are influencing us by giving us a positive choice to buy fuels, oil and other products made by Shell. They tell us that any profits made would then be reinvested into finding new energy sources, therefore implying, if we do not buy Shell products we will contributing to the earth’s downfall, acquiring a guilty conscience. The adverts are aimed at all who use fuel, particularly motor vehicle drivers, homeowners and those who are environmentally conscious. In the ‘wind farm’ advert, there is a symmetrical photograph with an expanse of blue sea and sky, this gives a natural feel and is aesthetically pleasing. Below the blue, is a sandy coloured background to the text, which could have been used to represent the beach. Central to the picture there is a ‘symbolic’ fisherman dressed in a striking yellow outdoor suit holding freshly caught lobsters and he is casting a calming reflection onto the water leading us to the main headline. On the horizon, are two turbines that belong to the wind farm. The turbines are not emphasised and blend into the background very well; this has been achieved by drawing our vision to the fisherman’s brightly coloured attire. The turbines are also symmetrical to the picture, and through showing off the freshly caught lobsters, it is evident that they are unobtrusive and do not cause any harm to the natural habitat either above or below ground. The main headline is inside a black box, which links the picture to the text. It is a subtle grey and the font differs in size. A play on words says that Shell do not just use their own experts but they also take expert advice from other sources, telling the reader that they are a listening and caring company. The words ‘EXPERTS’ and ‘BY SHELL’ are set in a larger font. By linking the words together Shell are representing themselves as having expertise. The statement is also associated with the fisherman in the picture, meaning they listen to people who are directly affected by new projects and know the area. Short, informal paragraphs are used making reading easy, and each one is a statement in its own right. In the first paragraph Shell tell us that they are already a profitable company, and to ‘ensure Shell remains profitable’, they are exploring new energy sources. By using colloquial language in the form of ‘we’re’, the reader is welcomed to the text in a friendly manner and encouraged to read on. Shell is explaining their ‘commitment’ to developing new energy in the second paragraph. Emotive language underlines what kind of company Shell has become, they are not just after quick profits but they are looking for long term ‘sustainable energy’. They are already a ‘partner’ in the Blyth offshore wind project, vocabulary that tells us again that they are a company that can be trusted. Shell expresses the fact that they asked several parties opinions in the siting of the turbines, by the powerful verb ‘sought’. The effect this has on the reader says that they actively made the first move, promoting Shell as very environmentally friendly. They asked the RSPB, English Nature, and ‘particularly’ the local fishermen. This three-part list has two familiar charities to add credibility to their claims, and by using the adjective ‘particularly’, is saying that the local fishermen are the people they cared mostly about. The text also describes the turbines as ‘elegant’, use of this strong adjective suggests that the turbines are aesthetically pleasing, standing amongst the natural habitat of the lobsters and crabs. The fourth paragraph explains how the wind farm is ‘already’ contributing power to the national grid, creating the image that Shell’s new project is ahead of its time. It goes on to say that ‘Wind energy should profit everyone and harm no one’. Rhythmic language explains that the wind farm is a valuable asset to the country, and because Shell consulted experts there will be no negative affect on the environment. The final paragraph is made up of a small sentence, which introduces the company’s website. It also tells us that there are other environmentally friendly projects ongoing. The name of the website uses alliteration, and cleverly puts what Shell is concerned mostly about first. ‘People, planet and profits’. Underneath there is the familiar Shell logo, which is globally recognised and is a natural symbol, repeating the link Shell has with environmental issues. The symmetrical layout of the second advertisement has the same theme as ‘wind farm’, a natural scene which focuses on an individual character. There is also a boxed headline and sandy coloured background to the text. The picture shows a healthy natural landscape underneath blue skies. In the centre of the picture is a tall tree, this leads the eye down to a man studying leaves on a plant, then down to the boxed headline. The word ‘EXPERTS’ protrudes from the headline and is instantly linked to the man in the picture. Four other experts accompany the man; they are also checking the plant growth. The font in the headline, like ‘wind farm’, is a subtle grey colour which changes in size. It is a pun linking ‘RESTORE WHAT’S ABOVE’, to what is in the picture itself, and above ground. The word ‘EXPERTS’ is again highlighted, connecting Shell with expertise. Several similarities can be found in the two texts, short informal paragraphs and the lack of technical jargon does not alienate readers. Shell understates their own expertise in the first sentence by stating that they need help solving some problems, promoting themselves as a modest company. They then state what the story of the advert is about, the removal of trees to accommodate an unavoidable temporary structure. Shell continue to tell us, like in the ‘Wind Farm’ advert, how caring and in touch with the local community they are, by asking botanists for advice on the impact of tree felling. After listening to the specialists, and the structures were removed, Shell did not ‘just’ replant ten saplings for every tree removed, but the new trees provided a new habitat for endangered wild animals. With the use of colloquial language and by using ‘just’ as a strong adverb, the paragraph shows how much Shell have contributed to the developing environment. The fourth paragraph, through repetition, tells us again that they obtained help from other people during the project, and through using the verb ‘ensure’ and the emotive noun ‘destruction’, Shell infer that they are an environmentally friendly company. The advert finishes in the same manner as ‘wind farm’ giving details of how to obtain further information by offering their website. The easily recognisable Shell logo is also located in the bottom right hand corner. I feel the two adverts are presented in a simple manner, informal language makes them easy to read and understand. The photographs focus on individuals, and give a certain amount of empathy to the characters involved. The background scenery is very natural and appealing. Headlines have been cleverly worded causing the reader to stop and think what they are saying. Personally, I think the ‘wind farm’ advert captures the imagination more, although the reason may simply be that they are a little closer to home and the structures are permanent. It is an effective Public Relations exercise that captures the interest of its target audience, establishing Shell as a leading front-runner of environmentally friendly energy producing organisations.

The Shifting Heart essays

The Shifting Heart essays The Shifting Heart This play The Shifting Heart was set in 1950s, in a community where many people did not accept any migrants. The main, theme of this play shows Bianchi family moved to Australia from Italy and how the issues raised regarding to lifestyles in Australia. The racial discrimination was one of the major issues Bianchi family faced since they moved to Australia. For example, Mr. Wilson who works at the shop thinks it is amusing to call Mrs. Bianchi, Momma Macaroni. This sees it as discrimination and it is an insult and prejudice The Shifting heart is set in the 1950s and introduces to us Momma Bianchi, Poppa Bianchi, Gino Bianchi, Maria Fowler, Clarry Fowler, Leila Pratt, Donny Pratt and Detective-sergeant Lukie. The play shows us that a family cant always assimilate into a country and there are racists in Australia itself. The Central issue is Australian racist attitudes towards foreigners who attempt to assimilate into mainstream Australian culture. The Bianchi family goes through heartache as their only son Gino is killed due to his nationality. This, in my view expresses certain themes such as racism, violence, anger and heartache. Racism is found when Mr. Wilson called Momma, Momma Macaroni, Violence is found when Clarry hits Maria in order to calm her down, Anger is found when Donny gets angry at Leila for not preparing food and last Heartache is achieved through when Gino passes away and Marias sadness about the issue. I 'm not so sure whether racism would be one of the main issues I feel that it is not the race that is the problem it is more the difference between the way the people are and how they act and the lack of understanding by the Australian people at that time. I feel that the strong views of the British people influenced the people and they are taught that the British people are the only ones who are right... people were not accepted and they had to conform ...

How to Answer Situational Interview Questions

How to Answer Situational Interview Questions In a job interview, you’re thoroughly prepared for the standard questions about your skills and your work history. You’ve got anecdotes that show off your leadership skills or your communication skills. Smooth sailing, right? Sure, until you get a question that’s a little off the map: â€Å"Here’s the situation. You have an angry client on the phone, an urgent email demanding your attention, and the fire alarm is going off. How do you handle this?† The answer to that question isn’t in your resume (at least not obviously so). It’s not one of the stories you rehearsed in your bathroom mirror this morning. So what does this kind of question achieve, and how do you tackle it?Situational interview questions are popular with interviewers because they unearth two immediate things about the interviewee:How quickly he or she thinks on their feet.How he or she approaches problem solving.These are interview skills that you can’t necessaril y drill ahead of time, without knowing the specifics of what the interviewer is going to ask. But we will walk through ways to recognize situational questions right away, and how to approach these questions on the spot.Situational vs. BehavioralSituational interview questions are slightly different from that other popular interview question type, the behavioral interview question. Both question types lure you away from the resume review template. Behavioral questions call for you to tell a story about something you’ve done, or a time you’ve faced a particular challenge. Telltale signs of a behavioral question:â€Å"Tell me about a time you†¦Ã¢â‚¬ Ã¢â‚¬Å"Describe a situation where you did†¦Ã¢â‚¬ Ã¢â‚¬Å"Give me an example of†¦Ã¢â‚¬ These all boil down to a very simple ask: â€Å"Tell me a story.† The Interview Guys recommend breaking each one down using the STAR method:What is the (brief) context for the story you’re about to tell? (the s ituation)What task did you need to complete, and what were the challenges/constraints?What did you do? (What action did you take?)What were the results? Be as specific as possible, and pull out any quantifiable results (sales, statistics, etc.) if available.Behavioral questions are ones that you can kind of anticipate ahead of time. If you come up with a few ready anecdotes for each of the skills you want to emphasize/the skills on your resume, you can shine those up ahead of time and get ready to pull them out at the right time.Situational questions are a little different. Instead of a story about how you did something, these questions want you to talk about how you would do something. Hallmarks of a situational interview question:â€Å"How would you handle†¦?†Ã¢â‚¬Å"What would you do if†¦?â€Å"What would happen if†¦?†Ã¢â‚¬Å"Here’s a hypothetical situation†¦Ã¢â‚¬ Hypothetical is the key word here, whether it’s explicitly mentioned o r not. Situational interview questions are almost always structured as scenario + â€Å"what would you do?† The interviewer isn’t necessarily interested in how you’ve handled things in the past, although your experience can certainly be used to inform your answer to this hypothetical question. Really, it’s a test of your critical thinking skills, and showing the interviewer that you can hear a situation that you may or may not have ever faced before, think fast, and come up with a satisfying solution. It also gives insight into your thought processes.How to Answer Situational Interview QuestionsThe first strategy for answering questions like these is to remember that it’s not a trick question. It’s not a gotcha. The interviewer didn’t wake up this morning and think, â€Å"I’m gonna mess with that dude’s interview just to throw him off his game.† It’s not a personal question, it’s a professional one- so before you answer, it’s important to take a deep breath and think logically.More often than not, the answer is going to be the one that lines up most with common sense. Think of it as a kind of role playing, except the role is your best professional self, not someone else.Your plan of attack for situational interview questions should be to follow these guidelines:Be a good listener. Make sure you understand what you’re being asked. If you want to clarify any points, ask a question or two. (This has an added bonus of giving you more time to chew over the question.)Be honest. Interviewers know when you’re only saying something because you know they want to hear it. None of us is as subtle or slick as we think we are.Be brief. This story doesn’t need additional characters, or big embellishments. Make sure you get right to the point.Be clear about actions you would take, and why.Be specific. Always tailor your answer to the job description and the skills t hat would be required.What NOT to Do and SayDon’t wing it. You may decide that since you can’t anticipate the specific question, you should go into it cold and let your instincts be your guide. Unless you have a small cricket friend accompanying you to the interview and whispering guidance, this is not a great plan. You can still practice common situational questions, and work on connecting your own experiences to them.Don’t ramble. â€Å"†¦So anyway, what was I saying before I went off on that tangent? Oh, right, how I’d organize a project. Organization is so important†¦umm†¦sorry, lost my train of thought.† Staying focused is key. You want to get in, answer the question, and get out. There are no bonus points for a novella-length answer.Don’t give a generic answer. You want to give specifics whenever possible. Maybe that’s saying, â€Å"I actually faced something similar, and I did X. Given the chance again, this is what I’d do differently.† Maybe it’s saying, â€Å"I know Job Corp values efficiency, so here’s how I’d improve that process.† Either way, you want the interviewer to know that you’re not answering questions in the void, you’re being thoughtful and describing how you would react in this particular job.Common Situational QuestionsNow that we’ve gone through some of the theory behind situational interview questions, let’s look at some common ones that you can use to frame your interview prep.Q: Say you’re leading a team on a project that has a very strict deadline. It’s looking like you may miss that deadline. How do you handle that?A: In a case like this, where the deadline might not be negotiable, I’d make sure there was a Plan B option in place, and make sure that communication is strong throughout the group to make sure everyone knows what that Plan B is if things don’t go according to plan. This is similar to a situation I faced in my current job, where a server failure meant that we wouldn’t be able to finalize a process on time. We ended up having to use a manual workaround to get the data in, and it took some epic overtime, but in the end we just made it. When a deadline is in jeopardy, you do what you need to do. Q: You and your boss don’t get along, and you find that your everyday tasks are not getting done because of this ongoing conflict. How would you handle that?A: In my experience, resolving conflicts before they blow up is one of the most important professional skills to have. I know how important it is to work with people of all different kinds of perspectives, so I’d try talking to my boss about our priorities, and about the best way to achieve them. I’d make sure to stay very neutral and professional, and try to open up a dialogue.Q: You get an email from an angry client complaining about service. What would you do to de fuse the situation?A: First, I’d make sure I understand why the client is upset, and what the root cause of the problem is. If I need to do more digging, I’d be very apologetic and let him or her know that I am looking into the issue, and will keep him or her posted. I’d be very careful to keep that line of communication open, so that even if I can’t fix the problem right away, the client knows that I’m working on it and that this is a priority for me and the company.See? There’s no magic to answering these. You just want to make sure that you have a clear answer that makes sense, and aligns with the brand you’re trying to convey in the interview. And although you can never tell exactly which (if any) situational questions you’ll get, you can start thinking ahead of time about what skills and priorities you want to emphasize in the interview.You got this- happy hypothetical-ing!

Our Educational Issues Research Paper Example | Topics and Well Written Essays - 1000 words

Our Educational Issues - Research Paper Example Due to this, there is a great variation in terms of subjects, courses and other activities between schools of different states. Despite the variations, there are some common features in all schools regardless of their location. One of the common points is the three level division of the education system. The three levels include the elementary or primary education, the secondary education and the higher education. Formal schooling lasts for an average of 12 years when an individual is around the age of 18. This is not the case though in most states as compulsory schooling may end when an individual is 16 years. All American children have access to the free public education American educators use the term K-12 and sometimes PK-12 to refer to primary and secondary education. Most of US children start their education prior to entering the PK-12 education. The parents of such children have to privately finance these institutions. After pre-school and elementary school, the children then enter formal school at the average age of six. Although most American schools are well funded, they are still performing poorly based on the standardized testing, graduation rates, college admissions and national rankings. Many scholars and individuals have tried to look at the issues as to why schools are performing poorly and most of them agree that money is not one of the issues (Friedman25) A report from the International summit of Teaching rated America as an average compares to other nations. This is despite the fact that US invests in education more compared to other countries such as Canada. In the report, it was noted that America spends over $800 billion in a year. This amount is five times more than Japan which is the second highest spender. However, evidence from the summit revealed that one of the major causes of problem in the education system is the spending of the allocated money ((Peter26) American teachers have been obtaining little support in terms of money. Most of them go into debts so as to start their career. They are not motivated in terms of their salary making them to be less productive in school. Productivity of teachers is partially reflected in the grades of his or her students. Teachers who end up working in poor communities usually make less than those in more affluent areas. As a result, most of this teachers end up paying for many of their supplies. Additional evidence shows that the US is willing to lower educational standards rather than raising teachers’ salaries. In addition, the teachers of American schools have very little opportunities for collaborating with each other making most of them quite within their first five years. Countries such as Finland and Singapore pay their teachers very well and provide an enabling environment for them to collaborate effectively. One of the good news for America is that this problem is in the public eye and Obama’s administration is trying to stimulate improvements. In ord er to solve this problem, teachers need more support from the government and the local administration. The support should not only come in form of higher salaries but also in form of grants for those pursing teacher-related careers as well as providing a supportive environment for teacher collaboration