The Life and Literary Works of Shirley Jackson Essay -- Essays Papers

Shirley Jackson was born on December 14, 1919 to Leslie and Geraldine Jackson. Her surroundings were comfortable and friendly. Two years after Shirley was born, her family with her newborn brother moved from San Francisco to Burlingame, California, about thirty miles away. "According to her mother, Shirley began to compose verse almost as soon as she could write it" (Friedman, 18). As a child, Shirley was interested in sports and literature. In 1930, a year before she attended Burlingame High School, Shirley began writing poetry and short stories. Jackson enrolled in the liberal arts program at the University of Rochester in 1934. But after periods of unhappiness and questioning the loyalty of her friends, she withdrew from the university. For the next year Shirley worked night and day on her writing. In doing so she established work habits, which she maintained for the rest of her life. After a year of becoming conscientious and disciplined writer, Jackson thought she better return to college for more schooling. In 1937, she entered Syracuse University. At first she was in the School of Journalism, but then she decided to transfer to the English department. For the next two years, while at Syracuse, Shirley published, fifteen pieces in campus magazines and became fiction editor of "The Syracusan", a campus humor magazine. When her position as fiction editor was eliminated, she and fellow classmate Stanley Edgar Hyman began to plan a magazine of literary quality, one that the English Club finally agreed to sponsor. (Friedman, 21) In 1939, the first edition of "The Spectre" was published. Although the magazine became popular, the English department didn't like the biting editorials and critical essays. But inspite of the department's constant watch over the magazine, Leonard Brown, a modern literature teacher, backed the students and the publication. Later, Jackson was always to refer to Brown as her mentor; and in 1959 she dedicated her novel "The Haunting of H ill House" to him.(Oppenheimer, 45) But in the summer of 1940, since Jackson and Hyman were graduating, it was announced the "The Spectre" had been discontinued. "Apparently hard feelings on the part of school authorities lasted for quite some time and may have been one of the reasons why neither Miss Jackson, even after becoming a successful author, nor Mr. Hyman, a known critic, was named as a recipi... ... Yorker. 28 June 1948. p. 292. Janeway, Elizabeth. "The Grotesque Around Us," The New York Times Book Review. 9 October 1966. p. 58. Kittredge, Mary. "The Other Side of Magic: A Few Remarks About Shirley Jackson." Discovering Modern Horror Fiction. Starmont House, New York, 1985. p. 4, 12, 14, 15. Kosenko, Peter. "A Marxist/Feminist Reading of Shirley Jackson's 'The Lottery' ." The New Orleans Review. Spring 1985. p. 225. Nebeker, Helen. " 'The Lottery': Symbolic Tour de France," American Literature: Duke University, North Carolina, 1974. p. 107. Oehlshlaeger, Fritz. "The Stoning of Mistress Hutchinson: Meaning of Context in 'The Lottery'." Essays in Literature. No. 2, Fall, 1988. p. 259, 261. Oppenheimer, Judy. Private Demons: The Life of Shirley Jackson. G.P. Putnam's Sons: New York, 1988. p. 45, 60. Park, John G. "Waiting for the End: Shirley jackson's 'The Sundial'." Critique: Studies in Modern Fiction, No. 3., 1978. p. 21, 22. Wolff, Geoffrey. "Shirley Jackson's 'Magic Style'." The New Leader. No. 17. 9 September 1968. p. 18. Woodruff, Stuart. "The Real Horror Elsewhere: Shirley Jackson's Last Novel." Southwest Review. Spring, 1967. p. 155.

Constructivism And Discovery Learning Education Essay

In 1960 Bruner publishedA The Procedure of Education. This was a landmark book which led to much experimentation and a wide scope of educational plans in the 1960 ‘s. Howard Gardner and other immature research workers worked under Bruner and were much-influenced by his work. In the early 70 ‘s Bruner left Harvard to learn at University of Oxford for several old ages ( 1972 – 1979 ) . He returned to Harvard in 1979.A Subsequently he joined the New York University of Law, where he is a senior research chap ( at the age of 93 ) .A TheoryA Bruner was one of the establishing male parents of constructivist theory.ConstructivismA is a wide conceptual model with legion positions, and Bruner ‘s is merely one. Bruner ‘s theoretical model is based on the subject that scholars construct new thoughts or constructs based upon bing cognition. Learning is an active procedure. Aspects of the procedure include choice and transmutation of information, determination devising, bring forthing hypotheses, and doing intending from information and experiences.A Bruner ‘s theories emphasize the significance of classification in acquisition. â€Å" To comprehend is to categorise, to gestate is to categorise, to larn is to organize classs, to do determinations is to categorise. † Interpreting information and experiences by similarities and differences is a cardinal concept.A Bruner was influenced byA Piaget'sA thoughts about cognitive development in kids. During the 1940 ‘s his early work focused on the impact of demands, motives, & A ; outlooks ( â€Å" mental sets † ) and their influence on perceptual experience. He besides looked at the function of schemes in the procedure of human classification, and development of human knowledge. He presented the point of position that kids are active problem-solvers and capable of researching â€Å" hard topics † . This was widely divergent from the dominant positions in instruction at the clip, but found an audience.A Four Key subjects emerged in Bruner ‘s early work: A Bruner emphasized the function of construction in larning and how it may be made cardinal in learning. Structure refers to relationships among factual elements and techniques. See the subdivision on classification, below.A He introduced the thoughts of â€Å" preparedness for larning † andA coiling course of study. Bruner believed that any topic could be taught at any phase of development in a manner that fit the kid ‘s cognitive abilities. Spiral course of study refers to the thought of revisiting basic thoughts over and over, constructing upon them and lucubrating to the degree of full apprehension and mastery.A Bruner believed that intuitive and analytical thought should both be encouraged and rewarded. He believed the intuitive accomplishments were under-emphasized and he reflected on the ability of experts in every field to do intuitive leaps.A He investigated motive for larning. He felt that ideally, involvement in the capable affair is the best stimulation for larning. Bruner did non like external competitory ends such as classs or category ranking.A Finally Bruner was strongly influenced by Vygotsky ‘s Hagiographas and began to turn away from the intrapersonal focal point he had had for acquisition, and began to follow a societal and political position of larning. Bruner argued that facets of cognitive public presentation are facilitated by linguistic communication. He stressed the importance of the societal scene in the acquisition of linguistic communication. His positions are similar to those ofA Piaget, A but he places more accent on the societal influences on development. The earliest societal scene is the mother-child couple, where kids work out the significances of vocalizations to which they are repeatedly exposed. Bruner identified several of import societal devices including joint attending, common regard, and turn-taking.A Bruner besides incorporated Darwinian thought into his basic premises about acquisition. He believed it was necessary to mention to human civilization and archpriest development in order to understand growing and development. He did, nevertheless, believe there were single differences and that no standard sequence could be found for all scholars. He considered direction as an attempt to help or determine growth.In 1996 he published The Culture of Education.. This book reflected his alterations in point of views since the 1960 ‘s. He adopted the point of position that civilization shapes the head and provides the natural stuff with which we constrict our universe and our self-conception.A Four characteristics of Bruner ‘s theory of instruction.A 1. Sensitivity to larn†¦ . This characteristic specifically states the experiences which move the scholar toward a love of larning in general, or of larning something in peculiar. Motivational, cultural, and personal factors contribute to this. Bruner emphasized societal factors and early instructors and parents ‘ influence on this. He believed acquisition and job work outing emerged out of geographic expedition. Part of the undertaking of a instructor is to keep and direct a kid ‘s self-generated explorations.A 2. Structure of cognition†¦ .it is possible to construction cognition in a manner that enables the scholar to most readily hold on the information. This is a comparative characteristic, as there are many ways to construction a organic structure of cognition and many penchants among scholars. Bruner offered considerable item about structuring knowledge.A Understanding the cardinal construction of a topic makes it more comprehendible. Bruner viewed classification as a cardinal procedure in the structuring of cognition. ( See the subdivision below on classification. ) A Detailss are better retained when placed within the competition of an ordered and structured pattern.A To bring forth cognition which is movable to other contexts, cardinal rules or forms are best suited.A The disagreement between get downing and advanced cognition in a capable country is diminished when direction centres on a construction and rules of orientation. This means that a organic structure of cognition must be in a simple adequate signifier for the scholar to understand it and it must be in a signifier recognizable to the pupil ‘s experience.A 3. Manners of representation: ocular, words, symbols.A 4. Effective sequencing- no 1 sequencing will suit every scholar, but in general, increasing trouble. Sequencing, or deficiency of it, can do larning easier or more difficult.A Form and tempo of reinforcementA Classification: A Bruner gave much attending to classification of information in the building of internal cognitive maps. He believed that perceptual experience, conceptualisation, acquisition, determination devising, and doing illations all involved categorization.A Bruner suggested a system of coding in which people form a hierarchal agreement of related classs. Each in turn higher degree of classs becomes more specific, repeating Benjamin Bloom ‘s apprehension of cognition acquisition every bit good as the related thought of instructional staging ( Bloom ‘s Taxonomy ) .A CategoriesA are â€Å" regulations † that stipulate four thing about objects.A 1. Criterial attributes – required features for inclusion of an object in a class. ( Example, for an object to be included in the class â€Å" auto † it must hold an engine, 4 wheels, and be a possible agency of transit, A 2. The 2nd regulation prescribes how the criteral properties are combined.A 3. The 3rd regulation assignees weight to assorted belongingss. ( Example, it could be a auto even if a tyre was losing, and if it was used for haling lading it would be shifted to a different class of â€Å" truck † or possibly â€Å" new wave † .A 4. The 4th regulation sets acceptance bounds on properties. Some properties can change widely, such as colour. Others are fixed. For illustration a vehicle without an engine is non a auto. Likewise, a vehicle with merely two wheels would non be included in â€Å" auto † .A There a several sorts of classs: A Identity categories – classs include objects based on their properties or features.A Equivalent classs ( supply regulations for uniting classs. Equality can be determined by affectional standards, which render objects tantamount by emotional reactions, functional standards, based on related maps ( for illustration, â€Å" auto † , â€Å" truck † , â€Å" new wave † could all be combined in an inclusive class called â€Å" motor vehicle † ) , or by formal standards, for illustration by scientific discipline, jurisprudence, or cultural understanding. For illustration, and apple is still an apple whether it is green, mature, dried, etc ( individuality ) . It is nutrient ( functional ) , and it is a member of of a botanical categorization group ( formal ) .A Coding systemsA are classs serve to acknowledge centripetal input. They are major organisational variables in higher cognitive operation. Traveling beyond immediate centripetal informations involves doing illations on the footing of related classs. Related classs form a â€Å" cryptography system. † These are hierarchal agreements of related categories.A Bruner ‘s theories introduced the thought that people interpret the universe mostly in footings of similarities and differences.A This is a important part to how persons construct their alone theoretical accounts of the world.A ApplicationA Bruner emphasized four features of effectual direction which emerged from his theoretical constructs.A 1. Personalized: direction should associate to scholars ‘ sensitivity, and facilitate involvement toward larning, A 2. Contented Structure: content should be structured so it can be most easy grasped by the learnerA 3. Sequencing: sequencing is an of import facet for presentation of materialA 4. Support: wagess and penalty should be selected and paced appropriately.A Intellectual DevelopmentA Bruner postulated three phases of rational development.A The first phase he termed â€Å" Enactive † , when a individual learns about the universe through actions on physical objects and the results of these actions.A The 2nd phase was called â€Å" Iconic † where acquisition can be obtained through utilizing theoretical accounts and pictures.A The concluding phase was â€Å" Symbolic † in which the scholar develops the capacity to believe in abstract footings. Based on this three-stage impression, Bruner recommended utilizing a combination of concrete, pictural so symbolic activities will take to more effectual learning.A Bruner, J. ( 1960 ) . The Procedure of Education. Cambridge, MA: Harvard University PressA Harley, 1995A hypertext transfer protocol: //tip.psychology.org/bruner.htmlA LeFrancois, 1972A Sahakian, 1976 The Importance of Language Language is of import for the increased ability to cover with abstract concepts.BrunerA argues thatA languageA can code stimulations and free an person from the restraints of covering merely with visual aspects, to supply a more complex yet flexible knowledge. The usage of words can help the development of the constructs they represent and can take the restraints of the â€Å" here & amp ; now † construct. Basically, he sees the baby as an intelligent & A ; active job convergent thinker from birth, with rational abilities fundamentally similar to those of the mature grownup. Harmonizing to Bruner the kid represents the universe to himself in three different ways. Educational Deductions of Bruner ‘s Theory For Bruner ( 1961 ) , the intent of instruction is non to leave cognition, but alternatively to ease a kid ‘s thought and job resolution accomplishments which can so be transferred to a scope of state of affairss. Specifically, instruction should besides develop symbolic thought in kids. In 1960 Bruner ‘s text, A The Procedure of EducationA was published. The chief premiss of Bruner ‘s text was that pupils are active scholars who construct their ain cognition. Bruner ( 1960 ) opposedA Piaget'sA impression of preparedness. He argued that schools waste clip seeking to fit the complexness of capable stuff to a kid ‘s cognitive phase of development. This means pupils are held back by instructors as certain subjects are deemed to hard to understand and must be taught when the instructor believes the kid has reached the appropriate province of cognitive adulthood. Bruner ( 1960 ) adopts a different position and believes a kid ( of any age ) is capable of understanding complex information: A ‘We Begin with the hypothesis that any topic can be taught efficaciously in some intellectually honorable signifier to any kid at any phase of development ‘ . ( p. 33 ) Bruner ( 1960 ) explained how this was possible through the construct of theA coiling course of study. This involved information being structured so that complex thoughts can be taught at a simplified degree foremost, and so re-visited at more complex degrees subsequently on. Therefore, topics would be taught at degrees of bit by bit increasing difficultly ( hence the coiling analogy ) . Ideally learning his manner should take to kids being able to work out jobs by themselves. Bruner ( 1961 ) proposes that scholars ‘ construct their ain cognition and make this by forming and categorising information utilizing a cryptography system. Bruner believe that the most consequence manner to develop a cryptography system is to detect it instead than being told it by the instructor. The construct ofA find learningA implies that pupils construct their ain cognition for themselves ( besides known as a constructist attack ) . The function of the instructor should non be to learn information by rote acquisition, but alternatively to ease the acquisition procedure. This means that a good instructor will plan lessons that help student detect the relationship between spots of information. To make this a instructor must give pupils the information they need, but without forming for them. The usage of the coiling course of study can help the procedure ofA find acquisition. Bruner and Vygotsky Both Bruner and Vygotsky emphasise a kid ‘s environment, particularly the societal environment, more than Piaget did. Both agree that grownups should play an active function in helping the kid ‘s acquisition. Bruner, like Vygotksy, emphasised the societal nature of acquisition, mentioning that other people should assist a kid develop accomplishments through the procedure ofA scaffolding. The term scaffolding foremost appeared in the literature when Wood, Bruner and Ross described how coachs ‘ interacted with pre-schooler to assist them work out a block Reconstruction job ( Wood et al. , 1976 ) . The construct of staging is really similar toA Vygotsky'sA impression of theA zone of proximal development, and it non uncommon for the footings to be used interchangeably.ScaffoldingA involves helpful, structured interaction between an grownup and a kid with the purpose of assisting the kid achieve a specific end. Difference Between Bruner and Piaget Obviously there are similarities betweenA PiagetA and Bruner, but an importantdifferenceA is that Bruner ‘s manners are non related in footings of which presuppose the 1 that precedes it. Whilst sometimes one manner may rule in use, they co-exist. Bruner states that what determines the degree of rational development is the extent to which the kid has been given appropriate direction together with pattern or experience. So – the right manner of presentation and the right account will enable a kid to hold on a construct normally merely understood by an grownup. His theory stresses the function of instruction and the grownup. AlthoughA Bruner proposesA phases of cognitive development, he does n't see them as stand foring different separate manners of idea at different points of development ( like Piaget ) . Alternatively, he sees a gradual development of cognitive accomplishments and techniques into more incorporate â€Å" grownup † cognitive techniques. Bruner viewsA symbolic representationA as important for cognitive development and since linguistic communication is our primary agencies of typifying the universe, he attaches great importance to linguistic communication in finding cognitive development.BRUNER AGREES WITH PIAGETBRUNER DISAGREES WITH PIAGET1. Childs are PRE-ADAPTED to larn 1. Development is a CONTINUOUS PROCESS – non a series of phases 2. Childs have a NATURAL CURIOSITY 2. The development of LANGUAGE is a cause non a effect of cognitive development 3. Children ‘s COGNITIVE STRUCTURES develop over clip 3. You can SPEED-UP cognitive development. You do n't hold to wait for the kid to be ready 4. Childs are Active participants in the acquisition procedure 4. The engagement of ADULTS and MORE KNOWLEDGEABLE PEERS makes a large difference 5. Cognitive development entails the acquisition of SYMBOLS 5. Symbolic idea does NOT REPLACE EARLIER MODES OF REPRESENTATION

Portrait of the Artist as a Young Man by James Joyce

The story Portrait of the Artist as Young Man is set in the Ireland at the beginning of the 20th century. Readers are introduced to the character of Stephen Dedalus, a young Irish boy from a Catholic family. The family is impoverished because of his father is incompetent. The family constantly moves from one place to another because of their poverty.Mary Dedalus, Stephen’s mother is a pious Catholic. The Dedalus children were taught by Mrs. Riordan (or Dante) their governess, also a devout Catholic. Their Uncle Charles stays with them. The opening paragraphs start out with a stream of consciousness by Stephen as a young boy.The next time Stephen appears is during his stay at a boarding school in Clangowes. He suffers from homesickness, and bullying because of his measly frame and basically just unable to fit in the society of the boarding school. He is pushed by a bully into a cesspool that caused him to be sick but does not tell his teachers about it.During Christmas, he join s the adult table for the first time. The dinner turns ugly when a heated debate about politics among the adults started. Back at the boarding school, Stephen is hit by Father Dolan, the prefect of the boarding school. He tells this incident to Father Conmee, the rector of the boarding of the boarding school. His classmates admired this act.His family’s continued financial woes took its toll on Stephen. He was unable to return to the boarding school in Clangowes. Stephen, along with the rest of the family moves to Blackrock. Stephen enjoyed walks with his Uncle Charles in their new place. He plays imaginary adventures with Aubrey Mills, their neighbor in Blackrock.Yet again, just a few years after their move to Blackrock, they move again, this time to Dublin. This is where he meets Emma Clere, the girl that would greatly enthral Stephen throughout the story. Somehow his father managed to enrol Stephen into Belvedere College.It was only in Belvedere where Stephen comes out of his shell, he became a leader and is active in theatre and literature. Stephen still feels alone even if he excels in those fields.As an adolescent young man, he got exposed to sex and is greatly fascinated by it, until finally he loses his virginity to prostitute.Stephen becomes addicted to sex. Although he knows that what he is doing is wrong he can’t control himself or rather he does not want to. After some time, he hears a sermon from Father Arnall, his former Latin teacher back in Clongowes. The priests talks about how terrible hell is. Stephen is horrified. He suddenly changes from a sex addict person to a religious person.

knowledge about Solar Power and advantages of using natural energy The WritePass Journal

knowledge about Solar Power and advantages of using natural energy Abstract knowledge about Solar Power and advantages of using natural energy AbstractAims and objectivesIntroductionHistory of Solar PowerTypes of Solar PowerSolar thermal:Solar electricity:Advantages of Solar Power:Future of Solar Power: Conclusions:References:Related Abstract This report is about Solar Power. Reader would be interested in reading this report because nowadays natural energy is very important and its’ importance increases every day. In report are included advantages, types, future and history of solar power. As well reader will find information about how solar thermal power works and what is the function of the photovoltaic panels. Also there is a comparison between Solar Power and other types of power sources. That will help you to understand importance of natural energy.   Nowadays Solar Power is not as popular, as it will be in the future, because installation of systems to get energy from sun costs a lot. These factors are also introduced in this work, to show, that people must pay more attention on natural energy, to reduce price and take all advantages of it. Aims and objectives This project was designed to generate knowledge about Solar Power and to learn advantages of using natural energy. The objective is to explain people how to acquaint reader with solar power using examples and interesting facts.    Introduction For thousands of years, people have been using sun for simple needs, such as drying clothes and growing food. But only less than age ago, people have been able to use it for generating power. Majority of people are used to use fossil fuels and are not interested in using new sources of energy. But they would change their opinions and their habits after they learned more about damage made by fossil fuels and all the benefits of natural materials.    History of Solar Power Many consumers thinks that solar power is a relatively new power source but thats not true. The sun has been known to be a source of energy dating back to ancient times. The ancient Greek were the first to use solar power to their benefit, as they built their houses into the side of hills to take advantage of the heat storage from the sun during the day that would then be released during the night. The ancient Romans were the first people to use glass windows to steal the warmth of the sun in their homes. They were so serious about the preservation of this solar energy that they erected glass houses to create the right conditions to grow plants and seeds. While people were benefiting from solar power, the first solar collector was built only in 1776. The collector was built by a gentleman called Horace de Saussare. This invention attracted much interest in the scientific community through the 19th century. In the interest of making use of solar power, Auguste Mouchout created a steam engine that was powered only by solar energy in 1861. This was an exciting event, but the invention was very expensive and it could not be reproduced or even maintained so the steam engine was quickly forgotten. It was during the later half of the 1950’s that solar power saw its first mainstream usage. The first solar water heated office building was built during this time by an architect named Frank Bridgers. A short time later a small satellite of the US Vanguard was powered by a solar cell of less than one watt. After such big strides in the 1950’s, the solar power really took off,   because of cheap oil prices in the 1960’s, it was more affordable for people to power their homes with oil than it was to power their homes or offices with solar energy. There was a rebirth of the solar power in the 1970’s with the steadily increased oil prices; in fact the US Department of Energy financed the Federal Photovoltaic Utilization Program. This program was responsible for the installation and testing of over 3,000 photovoltaic systems. The 1990’s brought an even more mainstream interest in solar power. Solar power was seen as a great alternative to oil and petroleum products. During the 1990’s over one million homes had some form of solar power installed. Today, solar energy is one of the most useful and commonly used source of energy all over the world. Types of Solar Power Solar thermal: Solar thermal power is the process of taking heat from the sun to generate energy.  This type of solar thermal power is usually installed in homes to reduce the cost of heating and cooling the dwelling.  Ã‚  In many cases solar thermal power is used to power the hot water system in a home. Solar thermal power can be used in a passive or active mode.  Ã‚  A passive type of solar thermal system will use the convection to circulate the water where the active water heater uses a pump to circulate the water.  Ã‚  Solar thermal power is also used to power turbines and even some machinery. Solar electricity: Solar panels and are used to convert sunlight into electricity; this is probably the most commonly seen type of solar power.  Ã‚  This electricity can be used to power many different things in a home, such as appliances.  This conversion of sunlight into electricity is done through the photovoltaic panels. Advantages of Solar Power: The most obvious advantage is that solar power is a renewable resource. The sun is available the world over and even though it may go behind clouds and it may go down at night, the sun is still available consistently enough to provide the power we need. In fact, the sun provides more energy than the whole world currently uses! Another awesome benefit of using solar power is that it doesn’t pollute the environment in which we live. Solar power is not associated with toxins or greenhouse gasses like other forms of power are. Solar power is the only type of power that is not harmful to the environment. An amazing thing about solar power is that it is free. You don’t have to pay for the sun. If you simply use solar panels or lights you don’t have to pay to run them. You do have to pay for the installation, but once this is done you get the power for free. In addition, solar cells don’t require the maintenance and they can last a life time so there is relatively little expense associated with solar power. Another often overlooked advantage of solar power is that it is a silent type power. There is no need to use heavy machinery, as is the case when drilling for oil; the solar power just relies on the sun, which is silent. While most people don’t think about noise, when there is an absence of it suddenly we realize how noisy energy production currently is. Future of Solar Power: Solar energy has been used in some form or another since ancient times but the solar energy future remains wide open. The reason for this is that there are so many variables associated with how mainstream solar energy usage becomes.   The biggest deciding factor of solar energy in the future is its cost. Current critics of solar energy state that overall coal and other fossil fuels are just much more affordable, but while fossil fuels may be more economical in the short term, the damage on the environment must be considered!!! Fortunately, the cost of solar power is coming down, which means that the future of solar power is looking good. How quickly solar power is the rule not the exception really has to do with cost. The more that the government pushes consumers toward a fossil free future, the more attention solar power will get and the more attempts will be made to reduce the cost and increase the production of solar power.    Conclusions: In conclusion, the advantages of solar power are vast and far reaching. Not only does this type of power benefit the individual and their home, it benefits the environment that we all live in. Solar power could not only make energy costs plummet for one and all, it could make the earth a better place to be in the long run. References: Miss K. L. Barraclough â€Å"A guide to report writing for first year†, School of engineering, design and technology, The University of Bradford. Mrs Elizabeth Gadd â€Å"An example report† Loughborough University Library, November 2008. darvill.clara.net/altenerg/solar.htm Perlin, John (1999). From Space to Earth (The Story of Solar Electricity). Harvard University Press Halacy, Daniel (1973). The Coming Age of Solar Energy. Harper and Row. Mazria, Edward (1979). The Passive Solar Energy Book. Rondale Press Bolton, James (1977). Solar Power and Fuels. Academic Press

Albert Gallatin Inspired the Age of Canals in America

Albert Gallatin Inspired the Age of Canals in America An era of canal building in the United States began in the early 1800s, helped along to a considerable degree by a report written by Thomas Jefferson’s secretary of the treasury, Albert Gallatin. The young country was hobbled by a horrendous transportation system which made it difficult, or even impossible, for farmers and small manufacturers to move goods to market. American roads at the time were rough and unreliable, often little more than obstacle courses hacked out of the wilderness. And reliable transportation by water was often out of the question due to rivers that were impassable at points of waterfalls and rapids. In 1807 the U.S. Senate passed a resolution calling upon the treasury department to compile a report proposing ways that the federal government could address the transportation problems in the nation. The report by Gallatin drew upon the experience of Europeans, and helped inspire Americans to begin building canals. Ultimately the railroads made canals less useful, if not entirely obsolete. But Americans canals were successful enough that when the Marquis de Lafayette returned to America  in 1824, one of the sights Americans wanted to show him were new canals that made commerce possible. Gallatin Was Assigned to Study Transportation Albert Gallatin, a brilliant man serving in Thomas Jefferson’s cabinet, was thus handed a task he apparently approached with great eagerness. Gallatin, who was born in Switzerland in 1761, had held a variety of governmental posts. And before entering the political world, he had a varied career, at one point running a rural trading post and later teaching French at Harvard. With his experience in commerce, not to mention his European background, Gallatin fully understood that for the United States to become a major nation, it needed to have efficient transportation arteries. Gallatin was familiar with the canal systems which had been built in Europe in the late 1600s and 1700s. France had built canals which made it possible to transport wine, lumber, farm goods, lumber, and other essential products throughout the country. The British had followed Frances lead, and by 1800 English entrepreneurs were busy constructing what would become a thriving network of canals. Gallatins Report Was Startling His 1808 landmark Report on Roads, Canals, Harbors, and Rivers was astounding in its scope. In more than 100 pages, Gallatin detailed a vast array of what today would be called infrastructure projects. Some of the projects Gallatin proposed were: A series of canals parallel to the Atlantic coast from New York City to South CarolinaA major turnpike from Maine to GeorgiaA series of inland canals heading to OhioA canal crossing New York stateImprovements to make rivers, including the Potomac, Susquehanna, James, and Santee, passable to major river navigation The entire projected expense for all the construction work proposed by Gallatin was $20 million, an astronomical sum at the time. Gallatin suggested spending $2 million a year for ten years, and also selling stock in the various turnpikes and canals to finance their eventual upkeep and improvements. Gallatins Report Was Far Ahead of Its Time Gallatin’s plan was a marvel, but very little of it was actually implemented. In fact, Gallatins plan was widely criticized as folly, as it would require a vast outlay of government funds. Thomas Jefferson, although an admirer of Gallatins intellect, thought his treasury secretarys plan might be unconstitutional. In Jeffersons view, such vast spending by the federal government on public works would only be possible after amending the Constitution to allow for it. While Gallatins plan was seen as wildly impractical when it was submitted in 1808, it became the inspiration for many later projects. For instance, the Erie Canal was eventually built across New York state and opened in 1825, but it was built with state, not federal funds. Gallatins idea of a series of canals running along the Atlantic coast was never implemented, but the eventual creation of the intra-coastal waterway essentially made Gallatins idea a reality. The Father of The National Road Albert Gallatin’s vision of a great national turnpike running from Maine to Georgia may have seem utopian in 1808, but it was an early vision of the interstate highway system. And Gallatin did get to implement one major road building project, the National Road which was started in 1811. Work began in western Maryland, at the town of Cumberland, with construction crews moving both eastward, toward Washington, DC, and westward, toward Indiana. The National Road, which was also called the Cumberland Road, was finished, and became a major artery. Wagons of farm products could be brought east. And many settlers and emigrants headed west along its route. The National Road lives on today. It is now the route of US 40 (which was eventually extended to reach the west coast). Later Career and Legacy of Albert Gallatin After serving as treasury secretary for Thomas Jefferson, Gallatin held ambassadorial posts under presidents Madison and Monroe. He was instrumental in negotiating the Treaty of Ghent, which ended the War of 1812. Following decades of government service, Gallatin moved to New York City where he became a banker and also served as president of the the New York Historical Society. He died in 1849, having lived long enough to see some of his visionary ideas become reality. Albert Gallatin is regarded as one of the most influential treasury secretaries in American history. A statue of Gallatin stands today in Washington, D.C., before the U.S. Treasury building.

Business Plan #3 Essay Example | Topics and Well Written Essays - 1250 words

Business Plan #3 - Essay Example In this kind of environment where employees are motivated, there is increased productivity, more inventions and creativity within the company, staff’s potential is unleashed as they can freely express their opinions and views and ensure that they have been taken seriously. Employees can change their negative attitude about the work and start working in a positive way. When employees are motivated, they have got the urge to stay longer at the organization instead of resigning. Motivated workers will hardly miss at the workstation and will not go for absenteeism as compared to demoralized workers. It is through motivation that the managers will improve the standard of weak performers in the organization. They will closely monitor their work; try to find if the underperforming staffs understands the job description they are doing. After this analysis, the manager will come out with the conclusion that best suites each staff. Managers have a responsibility of challenging their staff to achieve the best. This mechanism makes them as leaders, and role models to their juniors. When managers assign leadership roles to their juniors it really motivates them, and they have a desire to be like their managers and this really helps them to be confident at the workplace. Organizations where employees are allowed to have fun and organize retreats for themselves helps to break the monotony of the work and gives them to rejuvenate themselves. For example, inter - departmental parties, retreats or activities that bonds the staff to work as a family rather than more of workplace. It is important for senior staff to applause the efforts of their juniors. Through this, the junior staff feels appreciated and recognized. Applauding their efforts means they are rewarded by promotions or gifts. In a business setting, for example, in an audit firm, your staff will be mostly accountants. Due

Understanding Challenges In The Third Sector Essay - 4

Understanding Challenges In The Third Sector - Essay Example I realized that human resource is a challenge to the third sector. Specifically, distinction between the role of the volunteer and the regular employees often bring many challenges (Tilly, 2011 p 23). among them include planning the activities of the agency with the volunteers. The agency depends on the human resource in running its activities an aspect that makes reliance on the volunteers quite challenging. As the name suggest, a volunteer may seize to be a staff of the agency. I think soliciting funds is a challenge to the agency because it has a direct impact on running the activity of the organizations. Before the children get into the hands of their adopters, for instance, they live under the care of the agency. This means that the agency has to solicit funds that can sustain the program. Moreover, the agency does know when the adopters would knock at the agency’s door. I think this explains the reasons for allocating funds for nearly every person under the umbrella of the organization. Although third sector has been in place for a number of years, lack of understanding between funders and state based purchasers makes the running of the agency quite hard. I believe that this misconception is worrying because it shifts the attention of either group, an aspect that might dent the functions of the organization. Arguably, lack of awareness among the main players contributes to this situation (Tilly, 2011 p12). Further, the recognition of the brands used by the third sector is an important step that would help in changing the situation. I think formalization of the activities of the firm would not only influence the future state of the firm, but also change the present trends in handling issues within the agency. I think distinction between the beneficiaries and the other persons is gnawing at the agency. In turn, the reverberation of this challenge affects normal activities