Management Control System Essay Example for Free

Management Control System Essay Detector - measure what actually happening in the process being control. 2. Assessor - what is actually happening by comparing with some standard/expectation. 3. Affector - feedback. 4. Communication Network - transmit information between the three above. Management Control process is the process by which managers at all levels ensure that the people they supervise implement their intended strategies. Management Control process characteristics: 1. The standar is not preset - management decide what organization should do. 2. Management control is not automatic. 3. Management Control requires coordination among individuals 4. The connection from perceiving the need for action to determining the action required to obtain the desired result may not be clear. 5. Much Management Control is self control. System is a prescribed and usually repetitious way of carrying out an activity or a set of activities. Boundaries of Management Control: 1. Budget - conforming to budget is not necessarily good and departure from budget is not necessarily bad. 2. Goal congruence - it means that, insofar as is feasible, the goals of organization’s individual members should be consistent with the goals of the organization itself. 3. Tool for implementing strategy - organizational structure specifies the roles, reporting relationship and division of responsibilities that shape decision making within an organization. Human resource management is the selection, training, evaluation, promotion and termination of employees so as to develop the knowledge and skills required to execute organizational strategy. Culture refers to the set of common beliefs, attitudes, and norms that explicitly or implicitly guide managerial action. 4. MCS encompass both financial and nonfinancial performance measures. 5. Aid in developing new strategies. Strategy formulation is the process of deciding on the goals of the organization an d the strategies for attaining these goals. Management control is the process of implementing those strategies. Task control is the process of ensuring that specified tasks are carried out effectively and efficiently. Task control system is scientific, whereas management control can never be reduced to a science. By definition, management control involves the behavior of managers, and this cannot be expressed by equations. Impact of the internet on management control - difference between internet and phone: 1. Instant access. 2. Multi-targeted communication. 3. Costless communication. 4. Ability to display images. 5. Shifting power and control to individual.

Varieties Of English Accents Tyneside English English Language Essay

Varieties Of English Accents Tyneside English English Language Essay Tyneside English, otherwise known as Geordie, is one of the most distinctive and unique accents of the United Kingdom. This essay focuses on the phonology, lexis and grammar of this particular dialect, and the historical, social and geographical factors which have influenced its distinctive features. Phonologically, the features analysed are TH-fronting, glottalisation and centring diphthongs, grammatically I have looked at second person pronouns and double modals and the final feature I have analysed is a lexical feature, the term netty. Several academic sources have been used in this essay and thus a brief evaluation of the reliability of them have been discussed. Firstly, looking at the phonology of Tyneside English, a striking feature is TH-fronting, which historically, is a merger that occurs in several dialects, including Cockney and Liberian English. The labiodental fricatives /f/ and /v/ are merged with the Early Modern English dental fricatives /ÃŽÂ ¸/ and /ÃÆ' °/, for instance the adjective three is pronounced as the adjective free. A geographical factor which may have influenced TH-fronting in Newcastle is a pattern of wave or contagion diffusion (Beal 2010:81). TH-fronting is an established feature of London speech and the feature is spreading westwards and northwards from London and thus is only just beginning to be adopted in Newcastle. As Kerswill claims, TH-fronting is adopted later the further North you go (Beal 2010:81). A social factor which may have influenced the spread of TH-fronting to areas like Newcastle from London is the popularity of the media, which have made people less oblivious than previous generations of a large range of accent features. Current evidence suggests individuals and communities imitate people when they meet them and thus adopt new forms of pronunciation, which appear to be extremely stigmatised features (BBC Voices). In addition, prejudice and stereotyping may be another social factor, as labiodental variants have traditionally been socially stigmatised and therefore tend to be avoided by middle-class speakers (Schneider 2004:192). Another phonological feature of Tyneside English is that of glottalisation, for instance the voiced alveolar plosive /p/ is accompanied by a glottal stop /ʆ/ in between vowels. An example of this is /hà ¦ÃƒÅ Ã¢â‚¬ pi:/, as opposed to the Standard English /hà ¦pi/. Beal (2010) states a geographical factor which may have influenced this: the diffusion of Estuary English from London to urban areas much further North, such as Newcastle. However, an alternative view concerning the origin of glottalisation is that it was first observed in the west of Scotland as early as 1860 and didnt occur in London until the beginning of the twentieth century (Pà ©rez-Guerra 2007:39). A social factor which may have influenced the distribution of glottalisation is the fact that Estuary English has been described as an accent of prestige (Anonymous 2006:2) as it is associated with Standard English. The imposed norm hypothesis states the standard variety has come to be regarded as superior due to social pressures (Long 2002:14), therefore arguably Estuary English has spread because it is perceived as desirable. Historically, the feature seems to have diffused to urban centres outside the south-east within the last 30-40 years (Kerswill 2003:11). In addition, Beal suggests another geographical factor which may have affected the distribution of glottalisation: diffusion of the urban hierarchal type whereby the variant starts in larger cities and then spreads out into the smaller towns (Beal 2010:80). In terms such as gate, which is categorised as a face vowel in John Wells Lexical Sets (1982), speakers of the Geordie accent use the centring diphthongs /IÉâ„ ¢/ or /eÉâ„ ¢/, rather than the Standard English /eI/. Watt and Milroy (1999) discovered only older, working class males used the diphthong /IÉâ„ ¢/, whereas younger Tynesiders used the monophthong /e:/ (Watson 2006:56). Watt and Milroy suggest a social factor which may have influenced this: younger Tynesiders are signalling that they dont wish to identify with their old-fashioned fathers, but still wish to be identified as Northerners (Beal 2010:19). A historical factor which may have affected this is the influence of Middle English. The diphthongs [ɆºÃƒâ€°Ã‚ ª] and [É ªÃƒâ€°Ã¢â€ž ¢] were a result of syllable lengthening, as the monophthong /i:/, derived from the Middle English /Ɇº/, was lengthened. A morphosyntactic feature of Tyneside English is the distinction between the singular and plural second person pronouns. In Standard English, no distinction is made, as you can refer to one person or a group of people. On the contrary, speakers of Tyneside English use you in the singular tense and youse in the plural tense. This is often perceived as bad grammar by speakers of Standard English. However Katie Wales (2006), suggests a social factor which influences the distinction is many dialect speakers have felt the loss of a singular-plural distinction in Standard English to be a disadvantage and so have initiated more plurals (Wales 1996:19). This is a valid argument, as the loss of the distinction does appear to be more problematic (Beal 2010:40), as no distinction can sometimes be troublesome, as it is not always clear to whom one is referring to. A historical factor which influenced the distinction is possibly the influence from the large influx of Irish people to Tyneside betw een 1850-1900. Geographically, Kortmann (2008) describes the term youse as Northern (Beal 2010:40). According to Standard English, only one modal verb can appear in each verb phrase as they lack an infinitive and therefore the phrase he might could do it is ungrammatical. However, in Tyneside English, this does not apply, as long as the second modal verb is can or could and thus the previous construction is perfectly acceptable. Forms such as he might could do it are not only quite common, but also serve specific pragmatic purposes (Fisiak 1997:1514). Montgomery and Nagle (1993) suggest a historical factor which may have influenced double modals could be the American and British varieties developing in tandem from some incipient grammatical structure in seventeenth century Scots, as the earliest recorded instances of todays double modals are in Scotland and Southern American English. (Fisiak 1997:1514). Sometimes, the meaning of double modals is different in Tyneside English than in Standard English. For example, the Standard English phrase The lift cant be working can also mean Th e lift mustnt be working in Tyneside English, meaning misunderstandings are almost guaranteed (Keuchler 2007:19). Moving on to lexical features, a common term used in Tyneside lexis is netty, meaning an outside toilet (British Library). A historical factor which may have influenced this is the influence of loanwords, although this is uncertain. It is highly probable that the term comes from a Modern Romanic Italian form of the word gabinetti, meaning toilet. However, John Trotter Brockett (1829), connects the Geordie word netty to the Modern English adjective needy. On the BBC Voices website, Yaron Matras points out that many local dialects in Northumbria have incorporated words of Romani origin into the local slang. Similarly, the British Library website suggests a geographical factor which influences the distribution of the term, claiming There has been a Roma presence for centuries in the Borders area and so it is not surprising this has influenced speech in the North East. Whilst producing this essay, the most helpful and reliable source available was the British Library Sounds Familiar? website. With several audio clips provided to investigate the Geordie Dialect and a case-study specifically on Geordie, the website gives an in-depth study on Tyneside English. Not only does the website allow the user to listen to voice recordings, it also gives the Standard English equivalent and a detailed explanation of the feature. On the contrary, a website which was less useful, was the BBC Voices website. Although the author of the website is the BBC which is an academic institution, the website used anecdotal evidence to support its claims. Furthermore, the information on the Geordie accent was limited and specialist terminology isnt used. Another website looked at was the Sounds Comparisons website. On one hand, this was a reliable source, as it had a whole section dedicated to Tyneside English and allows the user to listen to every vowel and consonant in the Geordie dialect. In contrast, there was no linguistic explanation to compliment the sound recordings, which meant it wasnt helpful when analysing the historical, geographical and social aspects of the variables. Finally, another source included in my research was the British Library Archival Sound Recordings website, which was the least reliable of the four. Despite the fact it allows the user to listen to local people speaking the Geordie dialect, the only explanation given is the topic of conversation, rather than a linguistic analysis. Overall, with the exception of the British Library Sounds Familiar? website, academic books were more informative and reliable, in particular Joan Beals An Introduction to Regional Englishes (2010). In conclusion, the Geordie accent has been described as a proud badge of cultural identity, as invasions of the North-East meant Newcastle was linguistically isolated from other developments in Northumbria. Moreover, the River Tweed is a significant Northern barrier against the influence of the Scots, meaning Newcastle has resisted centralising tendencies (British Library Sounds Familiar?) of Edinburgh. Tyneside English appears to have resisted dialect levelling which leads to a loss of distinctiveness in dialects (Beal 2010:2) as there are significant differences (British Library Sounds Familiar?) between Geordie and other local dialects such as Pitmatic.

Contributions of Feminism to Archaeological Theory

Contributions of Feminism to Archaeological Theory Introduction In its stages of conception, archaeology was considered to be merely a sub-discipline of both history and anthropology, and, in many cases, was restricted as a rich mans hobby. Developed during the late nineteenth and early twentieth century, the initial episode in the history of theoretical archaeology is usually referred to as culture history, a means by which early archaeologists established rudimentary predictive models patterning human behaviour within designated temporal and spatial contexts via the interpretation of artefactual evidence. Though universally popular during the first half of the twentieth century, culture history was rebelled against during the 1960s. Perceived as restrictive due to its reliance on categorisation of artefacts the paradigms of culture history were abandoned in favour of the newly developed school of thought known as New Archaeology. In an attempt to incorporate a level of scientific reasoning to anthropological archaeology, these primarily American archaeologists, chiefly Lewis Binford and his associates, moved away from simple descriptions of the past in favour of questioning why cultures developed and adopting hypothesis evaluations (Renfrew and Bahn, 1996). The scientific basis and reliance of New Archaeology instigated the widespread development of processual archaeology. Two decades later, processualisms focus on science and impartiality were increasingly questioned. Led by Ian Hodder, Michael Shanks and Christopher Tilley, a new approach to theoretical archaeology emerged, which emphasised the necessity of relativism in archaeological investigation (Shanks and Tilley, 1992). This methodology, known as post-processualism, however, has been criticised by proponents of processualism and New Archaeology for abandoning scientific competency and rigour, and the debate over the most appropriate theoretical approach to any archaeological analysis is still much in evidence. Theoretical archaeology now relies on a wide range of influences. During the 1970s and 80s, gender-related and feminist archaeology became popular among those archaeologists seeking a post-processual approach to cultural identity. Though phenomenology, post-modernism, and post-processualism are still discussed in the literature and relied upon to evaluate cultural diversity, feminist archaeology is, for the most part, unique in focusing on the collection of evidence of female social roles in past cultures and their influence in developing and sculpting individual societies (Gilchrist, 1998). Archaeological theory It is possible to summarise the history of how archaeology has been conducted in the twentieth century into three expansive concepts; predominantly description, explanation, and interpretation (Trigger, 1989). The chronological sequencing methodologies, encouraged by the culture history approach, allowed the description and ordering of artefacts using stratigraphic excavation and stylistic seriation, particularly with regard to ceramics and lithics. Though much disregarded following the development of processual and post-processual archaeology, the descriptive approach of culture history dominated the majority of the twentieth century, and successfully produced charts and maps of cultures based upon artefacts and stratigraphic sequences which are still relied on as initial datasets for investigation (Hodder and Hutson, 2003). Arguing for a new recognition of the processes behind the evidence obtained from the archaeological record, the development of complex processual archaeology encouraged many advocating theorists to analyse the evidence away from simple classifications and to view the archaeological record from a taphonomical viewpoint. Proponents of behavioural archaeology, such as Michael Schiffer (1983, 1995), argued that the culture history assumption of artefacts existing as in situ fossils restricted the comprehensive analysis of archaeology to categorisation alone. Processualism criticised culture history, and Binfords early statement that artefacts were â€Å"fossils† upon which past reconstructions could easily be made (Renfrew and Bahn, 1996), for epistemological simplicity. The recognition that much of the value of evidence from the archaeological record was being lost through the collection approach of culture history necessitated a review and reassessment of the methodology of arch aeological investigation, which, in turn, illustrated the problematic approaches of processualism with regard to the rigid, ethnocentric tenets of scientific archaeologists. Archaeology, it was criticised, saw what it wanted to see and moulded the evidence to fit ethnically biased hypotheses, predominantly a result of the domination of Caucasian male scientists within the field during the 1980s. For example, feminist archaeologists emphasised the androcentric approaches of theoretical archaeology by denouncing statements, from male archaeologists, that the commonly-cited Venus figurines of Europe represented the palaeolithic equivalent of pornography. During the era of processualism, a new-found movement of feminist archaeology began questioning the cultural presence of females in the archaeological record, debating their very existence at all (Conkey and Spector, 1984; Wylie, 1991). Feminist archaeology The exploration of the social status of genders in the past is the all-encompassing drive behind feminist archaeology. Though it has only recently become a field of study in its own right, the interest in prehistoric matriarchy stems largely from the nineteenth century, particularly with regard to claims made by J. J. Bachofen in 1861 and Frederick Engels in 1884. Engels and Bachofen proposed that matriarchy formed an important, universal phase in human culture after an initial stage of promiscuity and prior to what was termed the world historic defeat of the female sex (Key and MacKinnon, 2000). Engels suggested an early stage in human development was characterised by group marriage, with descent traced through women and matrilocality. Women had supremacy in the household and their high status derived from their central position within the social relations of production (Conkey and Gero, 1997), however, these conclusions were based not on archaeological evidence but on ancient myths and ethnographic cases. Marija Gimbutass interpretation of Early Neolithic farming communities as matrifocal and probably matrilinear, egalitarian and peaceful, worshipping a supreme goddess, is a result of her research into the symbolism of female figurines and statuary from household contexts in south-east Europe and the Near East (Gimbutas, 1974, 1989, 1991). Although unsupported by many archaeologists, her views have become unassailable for certain ecofeminist groups, and at least contrast with the androcentric evaluation of hunt scene cave art. The analyses of Palaeolithic figurines illustrate that differences in ethnological and epistemological approach potentially result in hugely varying disparities in the interpretative conclusions of particular artefacts, sites, and periods in history and prehistory. Overall, applying concepts of gender to all aspects of a specific culture is profoundly more productive than the restricted, narrow approaches of New Archaeology and culture history. It is important to archaeological interpretation that multiple varieties of gender, and their associated arrangements within a given culture, are illustrated and emphasised, in contrast to the previous assumption of a single dichotomy between proactive male and passive female roles. Feminist archaeologists, in general, have aspired to determining the quantity of genders in past societies, with particular regard to the engendering of biological sex. The most reliable sources of this data, as purported by many feminist archaeologists, are from funerary deposits. However, this data is frequently invisible or vague within the archaeological record, and the differentiation between the dichotomy of the biological status of sex and the cultural status of gender remains problematic. Furthermore, feminist archaeologists claim that a false dichotomy between the genders, often referred to as labour division, exists. Within modern indigenous and developed cultures, men and women are often assigned different functions within the community, and it is reasonable to assume that this division existed in the past, however, there is significant dislocation between gender-specific roles in most cultures. Feminist archaeology has contributed greatly to the umbrella field of archaeology by encouraging an avoidance of the polarisation of genders, thereby providing more subtle and comprehensive understanding of societies (Bem, 1993). Feminist archaeology has therefore contributed greatly to the understanding of archaeological interpretation. It has encouraged new questions and new methodological approaches to data sets, and has revolutionised observations and analyses of existing data, particularly with emphasis on removing bias from interpretation. In contrast to the assumptions purported by other schools of theoretical archaeology, feminism has critiqued and argued against presumed concepts, encouraging the application of epistemological analysis to gender roles. By challenging preconceived ideology regarding the interaction between men and women within past societies, feminist archaeology adopts a refreshingly questioning approach in contrast to the previous interpretation of sites based on current modern attitudes, practices and socio-cultural biases. Conclusion Unfortunately, there is no single consensus on the definition of feminism and feminist theory, and, therefore, it is unrealistic to portray feminist archaeology as a homogeneous, ideologically-coherent framework. As a movement of resistance and struggle against male oppression for womens empowerment, theoretical feminist objectives include a critique of female status in past societies and the definition of gender difference for women. Initial rethinking of the new female history, anthropology and archaeology focused on the countering of androcentric narratives, the recognition of powerful individual women in the past, the search for matriarchies in past societies, and the redressing of the balance hitherto ignored by theoretical archaeology. Sà ¸rensen (1992) has outlined three predominant categories of archaeological sources most useful for pursuing archaeologies of gender: burial activities, individual appearance through costume, particularly from funerary contexts, and some types of art. Though this is a short analysis of the benefit of feminism to archaeological theory and practice, details given here illustrate several ways that a feminist stance can improve and contribute to archaeological interpretations. In comparison to the previously biased analysis of singularly male roles within prehistory, feminist archaeology offers the opportunity to consider all aspects of men and women, particularly roles, status, and contemporary perceptions, from a balanced perspective. Many theoretical archaeologists now believe this to be essential to a comprehensive understanding of past societies. Economic relationships between communities, political structures, and ideological status are affected by our often biased interpretation of gender roles, and feminism, above all other schools of archaeological theory, attempts to desegregate the prejudiced views of gender superiority and inferiority, allowing clarity of interpretation, and giving a voice to the hitherto ignored female se ctions of past societies. Bibliography Bem, S. (1993) The Lenses of Gender. New Haven, Yale University Press Conkey, M. W. and Spector, J. D (1984) Archaeology and the study of gender. Advances in Archaeological Methods and Theory 7: 1-38 Conkey, M. W. and Gero, J. M. (1997) Programme to practice: Gender and Feminism in Archaeology. Annual Review of Anthropology 26: 411-437 Gilchrist, R. (1998) Womens archaeology?: political feminism, gender theory and historical revision. In Hays-Gilpin, K. and Whitley, D. (eds.) Reader in Gender Archaeology. London, Routledge Gimbutas, M. (1974) The Goddesses and Gods of Old Europe: myths and cult images. London, Thames and Hudson Gimbutas, M. (1989) The Language of the Goddess. London, Thames and Hudson Gimbutas, M. (1991) The Civilisation of the Goddess. New York, Harper Collins. Hodder, I. and Hutson, S. (2003) Reading the Past: Current Approaches to Interpretation in Archaeology. Cambridge, Cambridge University Press Key C.J. and MacKinnon J.J. (2000) A Feminist Critique of Recent A rchaeological Theories and Explanations of the Rise of State-Level Societies. Dialectical Anthropology 25(2): 109-121 Renfrew, C. and Bahn, P. (1996) Archaeology: Theories, Methods and Practices. London, Thames and Hudson Schiffer, M. B. (1983) Advances in Archaeological Method and Theory. London, Academic Press Inc. Schiffer, M. B. (1995) Behavioural Archaeology. Utah, University of Utah Press Shanks, M. and Tilley, C. (1992) Reconstructing Archaeology: Theory and Practice. London, Routledge Sà ¸rensen, M. L. S. (1992) Gender archaeology and Scandinavian Bronze Age studies. Norwegian Archaeological Review 25: 31-49 Trigger, B. (1989) A History of Archaeological Thought. Cambridge, Cambridge University Press Wylie, A. (1991) Gender theory and the archaeological record: why is there no archaeology of gender? In Gero, J. and Conkey, M. (eds.) Engendering Archaeology: Women and Prehistory. Oxford, Blackwell Publishers

Abortion Is Wrong Essay -- Pro-Life, Argumentative Essay

Each person has their own view concerning abortion, but the majority of people have little knowledge about abortion. Abortion in teens is increasing every year, since morality concerns no longer seem to carry much weight with teens. There are many medical hazards associated with an abortion procedure. Americans feel that it is only the mother's choice whether or not to abort the fetus. The legalization of abortions occurred in 1973 after the Roe v. Wade case was won by Roe1 . Norma McCorrey, ?Jane Roe,? claimed to have been raped and filed a lawsuit against Dallas County District Attorney, Henry Wade, for not allowing Roe to get the abortion that she wanted (Radl 46). When the case went to trial on January 22, 1973 a seven to three vote allowed Roe to proceed with the abortion ( 46). Later, after the verdict, Roe stated that she was never raped and only wanted an abortion for her own convenience. On January 11,1973 Doe v. Bolton and Roe v. Wade cases ultimately stated, ?that an abortion, even when the unborn is seven, eight, or nine months old (after conception), can be performed for virtually any reason, including the mother?s emotional stress caused by her pregnancy as long as it is done by licensed physician,? (Beckwith and Geisler 49). Before 1973 the American Law Institute (ALI) held three conditions for legal abortions; rape or incest, fetus would be deformed, and women?s mental or physical health was in great danger (Radl 33). Webster?s Dictionary defines execution as, ?to put to death in accordance with a legally impose sentence,? which murder is defined as, ?to kill a person unlawfully with a malice,? (Bender and Leone 34). When people ignorantly say that abortion is murder that is an untrue statement because abortion is execution. No matter what people refer abortion to it as it is still killing a living human fetus. In Roe?s case the Supreme Court was blind to all aspects or moral limitations. About one million illegal abortions were performed in the United States in 1972 (174). The number of illegal abortion has increased to twelve million abortions a year. One woman changed history forever after a simple lie that she told just to save herself from having an unplanned child. If the law of 1959 still existed today with mandatory court cases for each abortion situation the teenagers and the women who do not desire ... ...ress, 1993. Molk, Yuda. Common Sense About Abortion: The Issue Dividing America. Washington D.C.: Common Sense Press, 1992. Mrela, Christopher K., Ph.D, Assistant Registrar of Vital Statistics. Abortion Surveillance Report: Arizona, 1984-1994. Phoenix: Arizona Department of Health Services, Public Health Services, Office of Health Planning, Evaluation and Statistics, Arizona Center for Health Statistics, 1995. Nathanson, Bernard N., M.D. The Hand of God:A Journey from Death to Life be the Abortion Doctor Who Changed His Mind. Washington D.C.: Regnery Publishing, Inc., 1996. Pollitt, Katha. ?Abortion in American History.? The Atlantic Monthly May 1997: 111-115. Radl, Shirley L. Over our Living Bodies; Preserving Choice in America. Dallas: Steve Davis Publishing, 1989. Reardon, David C. Aborted Women, Silent No More. Chicago: Loyola University Press, 1987. Roleff, Tamara L., ed. Abortion: Opposing Viewpoints. San Diego: Greenhaven Press, Inc., 1997. Simon, Stephanie. ?Rural Doctors Weigh RU-486.? Los Angeles Times 26 Nov. 2000: A12. The Holy Bible: King James Version. Salt Lake City: The Church of JESUS CHRIST of Latter-Day Saints, 1989.

Animal Farm, by George Orwell :: Animal Farm Essays

Animal Farm Essay by George Orwell   Ã‚  Ã‚  Ã‚  Ã‚  In the book Animal Farm, by George Orwell, the idea of how power can corrupt is depicted in the novel. The theme of the novel is â€Å"Power corrupts and absolute power corrupts absolutely†. When one receives to much power, such as the character Napoleon, it forms a dictatorship like government in which all decisions are made by one man. When a revolution happens, or a sudden change occurs people begin to grow unhappy while working for their government with no say in any political decisions.   Ã‚  Ã‚  Ã‚  Ã‚  When the animals of Animal Farm took over there main beliefs were based on their made up commandments called Animalism. The beliefs derived from this law were basically that â€Å"man is our enemy†, â€Å"all animals are comrades†, â€Å"do not become like man†, and â€Å"no animal should be more powerful then another†. These views were from Old Major, who had given a speech to stir the animals into rebellion. Old Major’s dream was for the earth to be ran by animals. When Old Major died, Snowball, Napoleon, and Squealer replaced him. At first things started off pretty well; the harvest was very good the first year and the reading and writing system had helped some, but had limited success on others. Napoleon soon shared his view on education and took the puppies into his home and started teaching them. In time the leaders of animal farm started to have mixed feelings. Snowball said the animals only had to work three days a week, but Napoleon said it would only result in the animals starving to death. Napoleon then had the dogs kill off Snowball. Napoleon had eliminated Sunday morning meetings. The committee of pigs were now the leaders and there were no more debates. Napoleon soon started brainwashing the lower class of animals to believe him. The traditions of Old Major were soon forgotten, it was now Napoleons plans. Under new leader Napoleon the work week had been extended so that each animal had to work 60 hour weeks. Napoleon also hired Mr. Whymper as a go between for trade. Napoleons hiring of Mr. Whymper had gone against Animal Farms motto. The pigs now lived in the house and changed some of Animal Farms laws such as â€Å"no animal shall sleep in a bed† was now changed to â€Å"no animal shall sleep in a bed with sheets†. The laws were changed to fit Napoleons needs. Napoleon had changed around their seven commandments One was â€Å"no animal shall kill another†,this was changed to â€Å"no animal shall kill another without

Medieval Castles :: essays research papers

Medieval Castles Medieval Castles were huge protection camps made to protect the king. They had every kind of defense known to medieval man. From murder holes, to arrow-loops, a castle had it. Medieval castles were usually built on a high rocky cliff located by water. Castle locations were very hard to find and sometimes months were spent looking for one. A moat was built around the castle and was usually filled with sewage and bathroom â€Å"goodies.† All these things played an important part in keeping the castle strong and ready to fight. A couple other defenses the castle had were murder holes; soldiers would dump many things on the sieging warriors. Another tactic was the arrow-loops; a small slender cut in the castle wall that arrows could be shot out from but not in to. See Diagram. Castles also had huge 20-foot walls to be protected from. Only two-ways in or out from the wall were present. One in the front of the castle where two iron gates had to be broken. Another gate was located somewhere towards the back of the castle. It was a secret gate that was very hard to find, and only the king knew where the gate had been hidden. The gate was used during an attack to escape from the siege. In the middle of the castle there was a huge building called the keep. This is where the king and queen slept, the kitchen and armory was also located inside. The dinning quarters (the largest room inside) was used very frequent and many employees were assigned to it. The castle was the heart and soul of the country. The king and queen and all of their loyal servants were inside, running the

Cat Dissection Lab Report Essay

At the conclusion of the cat dissection, you will be required to submit a formal report. The format for this will differ from that of the osteoporosis lab report because the dissection is used as an opportunity to review structure and function for the major systems rather than to test a hypothesis and draw a conclusion. Please the following information as a guideline for compiling the lab report. Only one lab report per group is required. You do not have to answer the questions listed during the actual dissection, but you should be familiar with what is being asked of you before beginning. The lab must be typed and divided into sections according to systems (Meaning each system will be individually labeled like you would label a section of any other lab (materials, methods etc). You may divide the labor among group members, but the work should be compiled as a single document before being turned in. The front page of the lab report should include the names of all group members as wel l as the date submitted. You do not need a separate title page. Note: If group members are working on sections individually please be consistent with margins (1 inch or less), line spacing (single or 1.5) font size (12pt or less) and font used throughout the document. The document should not look like it was pieced together randomly at the time of submission. Keep in mind that each group member is responsible for knowing all information in the lab report. Please note that you will be writing about and also observing some systems we have not yet covered. This will require you to reference your book or another source for information to complete the lab report. Please include citations for any sources used (this includes information about systems that have been covered in class). You should consider the assignment an opportunity to begin preparing for the final exam. The hard copy of this report is due to me by Friday, April 15th. (It must also be submitted via turnitin.com before 11:59pm on April 15th) Any time you are asked to diagram the system you are working through, you must label the structures in the diagram. For any of the diagrams in the lab report, you may include pictures (using your phone or a camera) of your dissection instead of an act ual drawing. If you  choose to take pictures of the cat, you may label the structures with tags and dissecting pins at the time of dissection if time permits or you may go back and label the pictures after pasting them in your report. The photos may be embedded into the associated sections or attached at the end of the document as an appendix. Hand-drawn diagrams will have to be attached at the end as an appendix. If your diagrams will be in an appendix, they should be referenced in the appropriate section. The lab report should look like this: (It will be longer than three pages!) Essential System Structures to Include : Lymphatic Spleen, bone marrow, lymph nodes, thymus gland, tonsils Digestive Mouth/tongue, pharynx, larynx, Esophagus, stomach, S.I., L.I., rectum, salivary glands, liver, gallbladder, pancreas Cardiovascular Heart, aorta, vena cava, pulmonary arteries, pulmonary veins, coronary arteries, cardiac veins, brachial artery & vein, carotid artery, jugular vein, renal vein, iliac artery & vein, femoral artery & vein, hepatic portal system Urinary Kidneys, ureters, bladder, urethra Respiratory Larynx, Trachea, Bronchi, Lungs (bronchioles & alveoli) SYSTEM REQUIRED INFORMATION YOUR PTS External Features Discuss two interesting observations/discoveries (2) Define: vibrissae, pinnae, tori (3) Skeletal Distinguish between the axial and appendicular skeleton in terms of structure and function (4) Muscular (NOTE: Includes questions about endocrine & lymphatic systems) Describe two interesting observations/discoveries; take note of muscle layers. (2) Define: tendon, origin, insertion and superficial fascia (4) Explain the purpose of both thyroid gland and lymph nodes (4) Describe how the endocrine system works as one of the two major controlling systems in the body. Be sure to discuss its means of communication, length of effect and response time. In addition, outline an example of a feedback mechanism involving the endocrine system. (4) Identify the main structures of the lymphatic system and describe their functions. (3) Digestive (NOTE: Questions may be grouped together and do not need to be answered in the order listed). Describe two interesting observations/discoveries (2) Diagram labeled with major digestive structures/organs (5) Describe the functions of the major digestive organs (6) Describe the diaphragm and identify its function (2) Identify the location & function of the epiglottis. (2) What is peristalsis and what is its function? (2) Explain the function of sphincters and identify some places they are located. (2) What is chyme? How is it produced? (2) Why are the small and large intestines labeled as they are? (2) Where is the gallbladder in relation to the liver? Why? (2) Explain the importance of bile. How and at what point does it enter the digestive system? (2) Respiratory Describe two interesting observations/discoveries. (2) Diagram the Respiratory System. (3) Describe the functions of the structures of the respiratory system (3) Cardiovascular Diagram of the heart (Include chambers, valves & major vessels) (6) Diagram tracing the path of circulation in the adult mammalian heart. You may do a separate flow chart or build this off of your heart diagram. (5) Describe two interesting observations/discoveries. (2) Discuss the structures of the Cardiovascular System (including major veins & arteries serving the body) & describe their functions/locations served. (9) How are blood vessels named? (2) Urogenital Describe two interesting observations/discoveries. This would be an ideal place to discuss reproductive structures. (2) Diagram the urinary system – four structures to include. (2) Describe the function of each urinary structure. As in the labeling, there are four main structures that you need to include in the answer to this question. (2) Nervous Describe how the nervous system works as one of the two major controlling systems in the body. Discuss its means of communication, length of effect, and response time. Outline an example of a feedback mechanism involving the nervous system. (4) Describe the difference between the central and peripheral nervous system in terms of function and structures. Describe the pathway that communication within the nervous system would follow from a receptor to an effector. (4) NOTE: We will not be looking a nervous system structures. If time permits, you may attempt to extract and view the brain. If you choose to do so, please note that opening the skull is often a difficult task, especially avoiding damage to the brain in the process. Please use extreme caution.)