Free Essays on Australians Wartime Leaders

Australians Wartime Leaders: Robert Menzies: Robert Menzies was Australia’s longest serving Prime Minister and was elected in 1939, he headed the United Party until he resigned and started the Liberal Party. Robert Menzies committed Australia to war in Late 1939. After this speech Australians weren’t as encouraged to join the war effort because of their experience with WW1. Australia struggled to make the necessary 20,000 troops. Menzies didn’t introduce conscription because he believed that the many campaigns would help make the required amount of soldiers that he had promised to Britain. (10,000). this group of men were called the 6th Division. . The Menzies government were the first to introduce rationing which was used because of the shortages and lack of many needed raw materials. In 1939 the Menzies government also passed the National Security Act. This gave the government more power over the people allowing them to imprison the perceived internal â€Å"threats† such as German and Italian born citizens In 1947 Menzies opposed the banning of the communism party but 2 years later he had changed his mind. This is due to the widespread fear of communism in Australia. John Curtin: John Curtin was one of Australia’s Prime Ministers during both world wars. In 1941 John Curtin became Prime Minister following the termination of the Menzies Government. He was responsible for the alliance between Australia and the U.S because he saw that they were the only country who would be able to avoid a Japanese invasion of Australia. This agreement was made after a disagreement with Winston Churchill in which he argued that Australian troops (7th Division) needed to be brought home to defend Australia, Winston Churchill disagreed. In the end the troops were sent home. In 1943 John Curtin revised the defence act; this allowed the military to be sent to limited areas in the South-West pacific outside Australia. Just one ye... Free Essays on Australians Wartime Leaders Free Essays on Australians Wartime Leaders Australians Wartime Leaders: Robert Menzies: Robert Menzies was Australia’s longest serving Prime Minister and was elected in 1939, he headed the United Party until he resigned and started the Liberal Party. Robert Menzies committed Australia to war in Late 1939. After this speech Australians weren’t as encouraged to join the war effort because of their experience with WW1. Australia struggled to make the necessary 20,000 troops. Menzies didn’t introduce conscription because he believed that the many campaigns would help make the required amount of soldiers that he had promised to Britain. (10,000). this group of men were called the 6th Division. . The Menzies government were the first to introduce rationing which was used because of the shortages and lack of many needed raw materials. In 1939 the Menzies government also passed the National Security Act. This gave the government more power over the people allowing them to imprison the perceived internal â€Å"threats† such as German and Italian born citizens In 1947 Menzies opposed the banning of the communism party but 2 years later he had changed his mind. This is due to the widespread fear of communism in Australia. John Curtin: John Curtin was one of Australia’s Prime Ministers during both world wars. In 1941 John Curtin became Prime Minister following the termination of the Menzies Government. He was responsible for the alliance between Australia and the U.S because he saw that they were the only country who would be able to avoid a Japanese invasion of Australia. This agreement was made after a disagreement with Winston Churchill in which he argued that Australian troops (7th Division) needed to be brought home to defend Australia, Winston Churchill disagreed. In the end the troops were sent home. In 1943 John Curtin revised the defence act; this allowed the military to be sent to limited areas in the South-West pacific outside Australia. Just one ye...

A Definition and Overview of Systemic Racism

A Definition and Overview of Systemic Racism Systemic racism is both a theoretical concept and a reality. As a theory, it is premised on the research-supported claim that the United States was founded as a racist society, that racism is thus embedded in all social institutions, structures, and social relations within our society.  Rooted in a racist foundation, systemic racism today is composed of intersecting, overlapping, and codependent racist institutions, policies, practices, ideas, and behaviors that give an unjust amount of resources, rights, and power to white people while denying them to people of color. Definition of  Systemic Racism Developed by sociologist Joe Feagin, systemic racism is a popular way of explaining, within the social sciences and humanities, the significance of race and racism  both historically and in todays world.  Feagin describes the concept and the realities attached to it in his well-researched and readable book,  Racist America: Roots, Current Realities, Future Reparations. In it, Feagin uses historical evidence and demographic statistics to create a theory that asserts that the United States was founded in racism since  the Constitution classified black people as the property of whites. Feagin illustrates that the legal recognition of racialized slavery is a cornerstone of a racist social system in which resources and rights were and are unjustly given to white people and unjustly denied to people of color. The theory of systemic racism accounts for individual, institutional, and structural forms of racism. The development of this theory was influenced by other scholars of race, including Frederick Douglass, W.E.B. Du Bois, Oliver Cox, Anna Julia Cooper, Kwame Ture, Frantz Fanon, and Patricia Hill Collins, among others. Feagin defines systemic racism in the introduction to the book: Systemic racism includes the complex array of antiblack practices, the unjustly gained political-economic power of whites, the continuing economic and other resource inequalities along racial lines, and the white racist ideologies and attitudes created to maintain and rationalize white privilege and power. Systemic here means that the core racist realities are manifested in each of society’s major parts [...] each major part of U.S. societythe economy, politics, education, religion, the familyreflects the fundamental reality of systemic racism. While Feagin developed the theory based on the history and reality of anti-black racism in the U.S., it is usefully applied to understanding how racism functions generally, both within the U.S. and around the world. Elaborating on the definition quoted above, Feagin uses historical data in his book to illustrate that systemic racism is primarily composed of seven major elements, which we will review here. The Impoverishment of People of Color and Enrichment of White People Feagin explains that the undeserved impoverishment of people of color (POC), which is the basis of the undeserved enrichment of white people, is one of the core aspects of systemic racism. In the U.S. this includes the role that Black slavery played in creating an unjust wealth for white people, their businesses, and their families. It also includes the way white people exploited labor throughout the European colonies prior to the founding of the United States. These historical practices created a social system that had racist economic inequality built into its foundation and was followed through the years in numerous ways, like the practice of redlining that prevented POC from buying homes that would allow their family wealth to grow while protecting and stewarding the family wealth of white people. Undeserved impoverishment also results from POC being forced into  unfavorable mortgage rates,  being channeled by unequal opportunities for education into low-wage jobs, and being p aid less than white people for doing the same jobs. There is no more telling proof of the undeserved impoverishment of POC and the undeserved enrichment of white people than the massive difference in average wealth of white versus Black and Latino families. Vested Group Interests Among White People Within a racist society, white people enjoy many privileges denied to POC. Among these is the way that vested group interests among powerful whites and â€Å"ordinary whites† allow white people to benefit from a white racial identity  without even identifying it as such. This manifests in support among white people for political candidates who are white, and for laws and political and economic policies that work to reproduce a social system that is racist and has racist outcomes. For example, white people as a majority have historically opposed or eliminated diversity-increasing  programs within education and jobs, and ethnic studies courses that better represent the racial history and reality of the U.S. In cases like these, white people in power and ordinary white people have suggested that programs like these are hostile or examples of reverse racism. In fact, the way white people wield political power in the protection of their interests and at the expense of others, w ithout ever claiming to do so, maintains and reproduces a racist society. Alienating Racist Relations Between White People and POC In the U.S., white people hold most positions of power. A look at the membership of Congress, the leadership of colleges and universities, and the top management of corporations makes this clear. In this context, in which white people hold political, economic, cultural, and social power, the racist views and assumptions that course through U.S. society shape the way those in power interact with POC. This leads to a serious and wells include discrimination against POC and preferential treatment of white students among university professors, more frequent and severe punishment of Black students in K-12 schools, and  racist police practices, among many others. Ultimately,  alienating racist relations make it difficult for people of different races to recognize their commonalities, and to achieve solidarity in fighting broader patterns of inequality that affect the vast majority of people in society, regardless of their race. The Costs and Burdens of Racism are Borne by POC In his book, Feagin points out with historical documentation that the costs and burdens of racism are disproportionately borne by people of color and by black people especially. Having to bear these unjust costs and burdens is a core aspect of systemic racism. These include shorter life spans, limited income and wealth potential, impacted family structure as a result of mass incarceration of Blacks and Latinos, limited access to educational resources and political participation, state-sanctioned killing by police, and the psychological, emotional, and community tolls of living with less, and being seen as â€Å"less than.  POC are also expected by white people to bear the burden of explaining, proving, and fixing racism, though it is, in fact, white people who are primarily responsible for perpetrating and perpetuating it. The Racial Power of White Elites While all white people and even many POC play a part in perpetuating systemic racism, it is important to recognize the powerful role played by white elites in maintaining this system. White elites, often unconsciously, work to perpetuate systemic racism via politics, law, educational institutions, the economy, and via racist representations and underrepresentation of people of color in mass media. This is also known as white supremacy. For this reason, it is important that the public hold white elites accountable for combatting racism and fostering equality. It is equally important that those who hold positions of power within society reflect the racial diversity of the U.S. The Power of Racist Ideas, Assumptions, and World Views Racist ideology- the collection of ideas, assumptions, and worldviews- is a key component of systemic racism and plays a key role in its reproduction. Racist ideology often asserts that whites are superior to people of color for biological or cultural reasons, and manifests in stereotypes, prejudices, and popular myths and beliefs. These typically include positive images of whiteness in contrast to negative images associated with people of color, such as civility versus brutishness, chaste and pure versus hyper-sexualized, and intelligent and driven versus stupid and lazy. Sociologists recognize that ideology informs our actions and interactions with others, so it follows that racist ideology fosters racism throughout all aspects of society. This happens regardless of whether the person acting in racist ways is aware of doing so. Resistance to Racism Finally, Feagin recognizes that resistance to racism is an important feature of systemic racism. Racism has never been passively accepted by those who suffer it, and so systemic racism is always accompanied by acts of resistance that might manifest as protest, political campaigns, legal battles, resisting white authority figures, and speaking back against racist stereotypes, beliefs, and language. The white backlash that typically follows resistance, like countering Black Lives Matter with all lives matter or blue lives matter, does the work of limiting the effects of resistance and maintaining a racist system. Systemic Racism Is All Around Us and Within Us Feagins theory and all of the research he and many other social scientists have conducted over 100 years illustrates that racism is in fact built into the foundation of U.S. society and that it has over time come to infuse all aspects of it. It is present in our laws, our politics, our economy; in our social institutions; and in how we think and act, whether consciously or subconsciously. Its all around us and inside of us, and for this reason, resistance to racism must also be everywhere if we are to combat it.

Target Market Assignment Example | Topics and Well Written Essays - 750 words

Target Market - Assignment Example IKEA doesn’t just provide its clientele with high quality, low cost furniture; they also offer their clients delicious food from their restaurant, and provide transportation for larger items. IKEA’s in store revenue has been inclining quite steadily, and there has been a 9.8% increase on their online retail store, a 7.4% increase on online furniture category sales and a 2.9% increase in its total furniture sales throughout all their distribution channels (Fig 1). In order for IKEA to keep growing, and remain competitive is to provide a service that is readily available to the majority of the market, that service can be easily made available as a mobile and tablet application. As part of the New IKEA Virtual Furniture Application, our team intends to integrate: the whole online catalogue (approx. 10,000 products), BESTA Planner (which is a feature on the IKEA website that allows the customer to design the colour, style and format of any of IKEA’s furniture’ s), Create Cozy (which is another feature on the IKEA website that lets you design the layout of a room), ability to input dimensions (this feature will allow the customer to input the dimensions of their wall/room in order to distinguish if a piece of furniture is too large for that section of the room, see (Fig 3.)) The application will come in bended with a new feature called Draw Furniture which allows the customer to draw their own furniture and decide its dimensions and colours, and the feature will automatically select the closest furniture (from its online catalogue) that matches the dimensions and style of the furniture drawn. If the furniture drawn does not have any matches, IKEA will promptly build it upon payment. (See Fig below for preview) The Android OS Smartphones are currently dominating the Smart Phone Market Share at 36% and the Apple I-OS is at 27% total market share (Fig 2). Now Windows Mobile is only just reaching 10%, but they’re mobile phones are incre asing in processor speeds and storage space which will have a major increase in its future users. The IKEA will be made a multi-platform application making it available to the Android OS, Apple I-OS and the Windows Smart Phones, making it available to a total of 74% of the total Smart Phone Market. A rental scheme will also be introduced for selected customers by making selected mobile smart phones and tablets available to rent to enhance the shopping experience and promote loyalty towards IKEA and also a way of goodwill from IKEA. Competition Our investigation has specified that there are currently no other retail applications offering all of their online features in an Application. Harvey Norman is in the process of developing an application that allows the customer to select a particular product such as kitchen-ware, furniture and other appliances but does provide all of their online features in the application itself. There are also a few interior decorating applications but the se do not offer the inbuilt purchasing capability that IKEA does. The IKEA Virtual Furniture Application is a one stop shop for any consumer looking to purchase furniture. Value Curve The value curve helps to understand what features a customer see will add value to their experience; in this case the curve compares in-store purchases, online purchases and the IKEA Virtual Fu

Greatest Communicator Essay Example | Topics and Well Written Essays - 500 words

Greatest Communicator - Essay Example Bill Clinton is a notable personality whose skill communication make audience yearn to listen more from the personality. Bill Clinton was at some point the president of US and pulled crowd with how he presented his speech. Additionally, Bill had good leadership skills that made him unique. Leaders need to be multi-talented so as to be there for the people. Bill Clinton displayed all these characteristics making him one of the most prominent and notable leader of all time. Bill Clinton had the most impressive communication skills any leader would want to possess. When addressing the audience, Bill Clinton would use gesture sync with words to ensure that a given message is efficiently grasped by the audience (Marcus par 3). To guide audience’s emotion and attention, he would extend his arms facing up or out. Additionally, Bill Clinton overlapped arms across the chest to show emphasis on a given statement. Moreover, he used hard-stop pacing in his word to ensure that points mention got the stress required. Use of frequent pause in statements helped to gather the attention of the audience. Visuals enabled Clinton to pass information clearly. Policy used was fewer words but more visual to ensure that the audience enjoyed the speech. In most of Clinton’s speech, monotony breakage was fostered by the addition of a story in the middle of a speech. Excellent communication skills by Clinton impacts individuals on a significant margin. When presenting a speech, it is crucial that the audience needs to enjoy the speech. Use of gestures like Bill Clinton ensures that the audience gets information clearly as well as enjoys the speech. Moreover, involving the audience in the presentation of speech makes them ride along. Direct eye contact is vital in enhancing emphasis to a given statement or speech. Moreover, it ensures that the audience’ attention does not get diverted. Bill Clinton’s good communication skills influence individual’s speech

The contrasting place Essay Example for Free

The contrasting place Essay How does Barry Hines create sympathy for Billy Casper in A Kestrel for a knave? Kes is a novel written by Barry Hines set in Sheffield, south Yorkshire, in the 1960s. The story describes two different places that really contrast each other. The first place is where Billy lives all the houses are council houses, the whole area is run down and deprived of luxuries such as central heating. The contrasting place is called Firs Hill where all the houses are big, clean and very posh with lots of luxuries like hot running water. I suppose we already feel sorry for Billy because of the disadvantaged area he lives in. Kes raises a lot of 1960s issues for example, Billy has no father, his mother goes out most nights and always returns home with a new man, making us feel sorry for Billy as hes no one to look up to. Another issue is that of the education system which lets Billy down badly. He attends a boys secondary modern where he suffers draconian punishment such as thrashes from a cane or lashes from a belt. Billy will have to leave school when he is 15; his only choice of employment will be to work down the mine (pit) with his brother Jud whos a bully. Billy hates the thought of having to work down the mine, which creates sympathy as hes forced into a no hope situation. The first incident I have chosen is Sugden P. E lesson (pg. 87-108) I have chosen this because when you compare Billy to a bully like Sugden, it shows how pitiful Billy really is. In this part of the novel Hines has managed to create sympathy for Billy by showing how weak and vulnerable Billys character is. Billy has to tell Sugden hes forgotten his P. E kit and Sugden makes him wear a pair of shorts which are massive, the class roars with laughter and even Billy has to smile. The only person not amused was Sugden. This part emphasises on the hard strict character Sugden is and makes Billy look like a complete wimp. The class then goes onto the field and football teams are picked. Billy is last to be selected which shows he has no friends. You feel sorry because hes the loner of the class, not only does he get picked last, but he is made to go in goal, this appears to be a regular thing as Billy states Im fed up o goin in goal. I go in every week. In this same incident a dog wonders on to the pitch. Sugden, bringing out his bulling character, resorts to violence and tells the boys Go and fetch half a dozen cricket bats from the games store, Billy sticks up for the dog saying Itll not hurt you. And manages to lead the animal off the field without getting hurt. This shows a caring side to Billy and how he relates to animals. The end of lesson bell sounds but the match carries on. Time is being expressed in this part of the story maybe to show how slowly it is passing and to create tension as to whos going to win the game. Eventually its all over and the boys race inside to the showers. Sugden watches Billy as he changes and blocks off his exit because he didnt have a shower. Billy denies not having one and comes up with the excuse of having a cold but cant produce a sealed letter from a legal guardian to prove it. At this point in the novel you can feel the unnecessary humiliation Sugden inflicts upon Billy as he sends him into the showers not once but twice and orders three other boys to help. This part emphasises on just what a bully Sugden is and creates sympathy as Billy suffers Sugdens taunting. The film version of this incident is slightly different; it starts off with a distance shot of Sugden outside doing an over exaggerated warm-up. Circus fair music is being played which makes his warm-up seem very funny. As the camera gets closer you can see that Sugden is full of his own self importance as he comes over as being real big headed. The next shot cuts to the changing room showing an over the shoulder shot of Sugden having a go at Billy for forgetting his kit. This shot gives the impression of Sugden towering over Billy and shows how small and scrawny Billy is compared to a bully like Sugden. (The size difference does not come over in the book. ) There is also a low angle shot of the boys looking in at Sugden and Billy, which creates the impression of them crowding round to watch. This shot creates sympathy for Billy as it shows the whole class watching as Sugden tares strips of him. The shot then cuts to the outside scene where all the boys are lining up ready to be picked. It projects Billy as an isolated, pathetic figure as hes left standing alone, waiting for his name to be called. The book tells us that Billy is picked last and this shot directs attention towards him looking alone and segregated. The football scene is cut short in the film, I think this is to keep the story flowing as it seems to drag on a bit in the book. However the film missed out the dog scene, which portrayed Billys understanding of animals and how he treats them different to adults. Throughout the football scene the camera is mostly focused on Sugden. It shows in sequence Sugden taking the penalty twice and sending a boy off for a foul he made himself, then hes seen hitting two boys for not participating in the game properly. These shots are all designed to show him as a bully. The close ups show his facial expressions as being stern and strict. This emphasised his bulling character whereas the book can only reveal his character by how he talks and acts. Both make you dislike him. The final scene opens with a shot of Sugden stopping Billy for not having a shower, while Billy gets undressed Sugden starts laughing with the other boys, creating pity for Billy as everyone seems to pick on him. The shot cuts to a close up of Sugden turning the shower temperature dial form hot to cold, as in the book. This is an important scene because it shows just how far Sugden will go with his self ego and the fact that no-one bothers sticks up for Billy shows how lonely he is. The shots of Billy in the showers alone are mid shots and close ups. The close-ups show details like goose pimples and actually start to make you feel cold. The shot of him by himself make him look isolated and lonely again creating pity. This part of the story comes across a lot better in the film than in the book.

Newtons Method: A Computer Project :: Newton-Raphson Method

Newton's Method: A Computer Project Newton's Method is used to find the root of an equation provided that the function f[x] is equal to zero. Newton Method is an equation created before the days of calculators and was used to find approximate roots to numbers. The roots of the function are where the function crosses the x axis. The basic principle behind Newton's Method is that the root can be found by subtracting the function divided by its derivative from the initial guess of the root. Newtons Method worked well because an initial guess was given to put into the equation. This is important because a wrong initial guess may give you the wrong root for the function. With Mathematica, a program for Newton's method can be produced and a graph of the function can be made. From the graph, the a good initial guess can be made.   Ã‚  Ã‚  Ã‚  Ã‚  Although Newton's Method works to find roots for many functions, it does have its disadvantages. The root sometimes cannot be found by using Newton's Method. The reason it sometimes cannot be found is because when the function is equal to zero, there is no slope to the tangent line.   Ã‚  Ã‚  Ã‚  Ã‚  As seen in experimentation's, it is important to select an initial guess close to the root because some functions have multiple roots. Failure to choose an initial value that is close to the root could result in finding a the wrong root or wasting a lot of time doing multiple iterations while getting close to the actual root.   Ã‚  Ã‚  Ã‚  Ã‚  On some occasions, the program cannot find a root to an initial guess that is placed into the program. In some instances Mathmatica could not find the root to the function, like if it is a parabola with its vertex is placed

Professional Development Opportunities Essay

NAYCE (National Association for the Education of Young Children) – http://www.naeyc.org NAYCE is a vast among the Early Childhood Education. The programs feed knowledgeable information to Early Childhood teachers. Teachers can become a member and go to many Expos and Conference to meet other teachers and program directors. NAYCE also have educational books online for teachers to develop more learning into their classroom and curriculum. CAT (Creative Art Team)- http://www.creativeartsteam.org/professional-development/professional-development/early-childhood-professional-development-initiativ The CAT website provides an Early Childhood Professional Development Initiative workshop for mentoring teachers. The schools who wish to participate for the workshop will have five days of in-services for students, in class mentoring and coaching with four teachers, on site staff development and second-five hour’s professional development with CAT. The workshop is free for all teachers who are interested to join. Collaborative for Children- www.collabforchildren.org/training-child-care-providers The Collaborative for Children is a learning development for teachers in the surrounding Houston area and online for all Early Childhood teachers. The professional development programs offer Early Childhood Training Courses with the cost of $12.00. The Collaborative is part of Texas Agrilife Extension Service, an educational agency of the Texas A&M System. New York Early Childhood Professional Development Institute- http://www.earlychildhoodnyc.org/ New York Early Childhood Professional Development Institute offers many programs to benefit new awareness in New York City. The Institute offers on site coaching, professional development, and technical assistance also CDA programs for aspiring childcare workers. These programs are working with parents and teachers to develop healthy and learning children. Early Learning Leaders- http://www.earlylearningleaders.org/?page=Professional The website contains Early Care Professional Training and Education for child care administrators. The program enriches childcare directors into learning and developing new programs into their childcare program home base. There are weekly webinars and sessions for each learning development.