Jacksonian Democracy Dbq Essay

During the 1828 election when Jackson ran for office the second time he succeeded, as he did previously, but this time nothing stood in his way of becoming president. The Jacksonian Democracy that Jackson had brought into the government when he was elected was a true democratic movement that was dedicated to it’s egalitarian views. Although, in this time period the equal rights ideas were still mainly for the white men, disregarding women, African Americans, and the Native Americans. The Jacksonian Democracy was a large force in the individual rights for the working class, as interpreted in Document A; â€Å"The Working Men’s Declaration of Independence†, by George Henry Evans, as he says, â€Å"‘But when a long train of abuses and usurpations’ take place, all invariably tending to the oppression and degradation of one class of society, and to the unnatural and iniquitous exaltation of another by political leaders, ‘it is their right, it is their duty:’ to use every constitutional means to reform the abuses of such government, and to provide new guards for their future security.† In his writing he quotes parts of the declaration to make a point that what the forefathers had said could be used to represent the working class, and to make a point that it was the government’s duty to protect such men from the lack of opportunities that the government failed to give them and the rights that they failed to protect i n the previous year with various government leaders. When Jackson was re-elected in 1832, the renewal of the National bank was vetoed by Jackson, and some think that it’s simply because he had a strong dislike for the men that were for the bank. In his veto message, Document B, Andrew Jackson stated that, â€Å"It appears that more than a fourth part of the stock is held by foreigners,† and Jackson had had a strong dislike for foreigner’s, chiefly the British, since he was a young boy, â€Å"and the residue is held by a few hundred of our own citizens, chiefly of the richest class.† It could be interpreted through this that Jackson, along with his dislike for Clay, wanted to keep the American government and economy ruled solely by the Americans, not an outside force like the French and British. Andrew Jackson was a strong believer of Nationalist values, and his values contributed to the way he saw individual rights. Jackson viewed the nation as a whole, and just being American – granted, if you were a white male, not of Irish descent – than you it was your right to have the same liberties as everyone else. You could vote, own land, run for office, and have the same opportunities as someone from the upper class if you were among the poorest in the country. Among the many equal rights opportunities, many reform movements began to take place that brought a new light to the Jacksonian government. Public education became something that every child could receive until they reached the age of a secondary school student, and having every child receive education was a large part of his equal rights value. The two other reforms were for the criminally insane/mentally insane, the Asylum movement, led by Dorothea Dix, and the Woman’s rights movement. Although Jackson didn’t believe in the same rights of man and woman, the movement went along with the equal rights and opportunities of his government. With the three new reforms taking place in the United States, they benefitted from the others. Women were able to secure jobs as nurse and school teachers, but with many rules, the insane were able to escape from the criminal and terrible conditions they were residing in, and children, whether they be male or female, could receive a prop er education. One of the largest movements of the day was the Second Great Awakening – a religious movement. Many people were given more freedom when it came to their religion, some converting, others not. Those who converted to the newly introduced religions were able to express their religious beliefs, while one hundred years prior they could not as openly. Although some religions were seen as improper, they weren’t as harsh to those of other religions as they may have been in the past. As a result of the changes in the American lifestyle, members of the Jacksonian Democracy believed that it was their duty to preserve the nation in the way that they had seen it, and in their eyes they viewed themselves as â€Å"the guardians of the United States, political democracy, individual liberty, and equality of economic opportunity†.

Investment Account Essay

What is the meaning of Al-Awfar? Al-Awfar means â€Å"prosperous investment†. 3. What is the difference between Al-Awfar Savings Account and Investment Account-i and the normal Bank Islam Savings Account-i and General Investment Account-i (GIA)? Al-Awfar Savings and Investment Account-i is a rewarding account that offers a host of additional features, which include expected Mudharabah returns on savings and investments (if any). This is in addition to the opportunity to receive cash prizes from the bank through a quarterly prize draw. 4. Is Al-Awfar Saving and Investment Account-i a form of gambling? NO. Al-Awfar Savings and Investment Account-i is free from any elements of gambling. 5. Is Al-Awfar Savings and Investment Account-i Shariah-compliant? YES. The Shariah Supervisory Council of Bank Islam approved this product in its 102nd meeting dated 7th April 2008 (30 Rabiulawal 1429H). 6. Are prize draws allowed according to the Shariah Law? YES. Prize draws are permitted if there is no elements of riba (usury), gharar (uncertainty) and maysir (gambling). 7. What is the basis on the permissibility of draw in Islam? 1. Al-Quran, in Surah Ali ‘Imran verse 44 This is a part of the news of the Ghaib (unseen, i. e. the news of the past nations of which you have no knowledge) which We inspire you with (O Muhammad ). You were not with them, when they cast lots with their pens as to which of them should be charged with the care of Maryam (Mary); nor were you with them when they disputed. . Is the draw performed in a manner that is transparent to the public? YES. There is an external independent draw committee who will observe the draw process. 9. What is the difference between Al-Awfar Savings and Investment Account-I and other competitors’ product? Al-Awfar Saving and Investment Account-i is the first product of its kind introduced by an Islamic bank, which meets all Shariah requirements. 10. Where does Bank Islam invest the funds deposited by customers? Bank Islam invests the fund in Shariah-compliant investments pproved by the bank’s Shariah Supervisory Council. 11. Can the cash prizes received be used for Ibadah purposes, e. g. performing the Hajj and Umrah or given away as Zakat and Sadaqah? YES. The cash prizes come from a Halal source. Upon receiving the cash prize, the customer is free to use it for any purpose 12. Are the cash prizes taken from the profit earned through Al-Awfar Savings and Investment Account-i? NO. The cash prizes are provided by the Bank and are not specifically derived from profits of Al-Awfar Savin gs and Investment Account-i.

Management Research Exam Questions Assignment Example | Topics and Well Written Essays - 1500 words

Management Research Exam Questions - Assignment Example Firstly, the ordinal scale of measurement is one that attempts to provide a ranking of different orders. For instance, 1st, 2nd, 3rd, and 4th would be considered as ordinal. Such a ranking and listing is useful in many cases as a means of providing a degree of perspective for the researcher/reader that would otherwise not be reflected. Similarly, nominal variables are those that are generally entirely qualitative. As such, the differential between one item and another is predicated first and foremost upon the names that they individually represent and the means through which comparison can be drawn based upon this. Examples of nominal ranking and variables can be understood with regards to style, genre, and or biology. Interval scales/variables are useful with regards to understanding a degree of difference. For instance, the temperature scale of Celsius would be a perfect example. One can clearly denote that a temperature shift from 20-40 degrees in Celsius would represent a situati on in which it becomes â€Å"twice as hot† as it was previously. As such, an interval scale need not only be applied to scientific measurement. As with so many of the other scales that exist throughout this discussion, an interval scale is also useful with regards to applying it in any litany of different situations. Finally, ratio type variables are useful in helping to measure or understand a type of differential between two otherwise non-comparable entities. Ratios are used in a great variety of different genres but are most specifically useful with regards to comparing impact or profitability of one group as compared to another. However, with that being said, ratios, although not used within the hard sciences to the same extent to which the other means of measurement are, can be effective in denoting the differential between two forms of measurement. Whereas it may seem as somewhat confusing what the reason and/or rational is behind all of these different forms of variabl es/measurement; however, the fact of the matter is that they all ultimately serve the same root purpose. This purpose is namely to allow the individual to categorize and define the broad levels of information that greet them during the course of the human experience. b. Discuss how each of them may be used in management research. Provide examples to support your discussion. A primary usage of the ordinal scale would be with regards to comparing and contrasting work performance based upon those that have been able to exhibit a very high percentage of efficiency/profitability or utility for the firm or organization in question. This ordinal scale is useful within the realm of management but should not be overused as there are unique human emotions and dynamics that tend to get lost when one focuses specifically upon a ranking of individuals or work goals that can be compared to one another. Ultimately, even though the ordinal scale is useful, the practitioner should seek to vary their approach to using this scale due to the fact that overuse would lend itself to something of a type of scientific management. The use of nominal variables is especially helpful with respect to allowing a particular stakeholder to understanding the realities of the work that is being performed. As compared to ordinal scales or variables, nominal ones do not require that an individual categorize or compare themselves based upon a ranking. Rather, the numbers

Introduction to disseration Dissertation Example | Topics and Well Written Essays - 1000 words

Introduction to disseration - Dissertation Example Based on the Pew Internet Project, the most dominant social network is MySpace and popular among teens; in fact, this site is used by 85% of them since it allows users almost unlimited flexibility in order to create and to customize profile pages (share music, videos,posts, etc.). The next most favorite social networking site is Facebook, which puts a bigger emphasis on people that users have been connected with. Other popular social networking sites include Yahoo, Xanga, and Bebo (Hall, 2007). PEW reports also that around 50% of teenagers also use the sites for the purpose of making new friends, create social plans with friends; and sometimes to flirt. Like most teenagers, other Individual users are known to vary their tendency to adopt and use new technologies like the internet; it is also unclear which personality 2 traits of users are more innovative in information technology than others. This is essential (Nov & Ye, 2008) because personality traits are useful in psychology; in o rder to provide explanation about behaviour and human beliefs. In fact, there have been growing interest on this discipline being very useful as explanatory tool of social users' behavior. On the contrary, there is limited understanding about the interaction between the unique behaviors of the various Internet users, so with the variety of ways that information in the Internet must be presented (Amichai-Hamburger, Kaynar, & Fine, 2005). Studies have shown the connection between the internet users' behaviors on line and individual personality of the user and such connection is highly significant. Moreover, along with the social network's benefits come some risks. Majority of the social networking sites are wide-open to the public, which implies that â€Å"minors† could be exposed to bullying, harassment, or sexual advances. Cyber-bullying, as well as harassment are primarily often perpetrated by other individuals and tend to occur or experience among girls who have a strong se nse of online presence that may take several forms like: publicizing private instant messages, posting threatening messages, text messages or e-mails, spreading rumors, and posting photos that will lead or cause embarrassment. Much of the evident academic research on Facebook has focused towards identity presentation and also on privacy concerns ( Stutzman, 2006; Gross & Acquisti, 2005). Upon observing the amount of information Facebook users provide about themselves, lack of privacy controls by the users, and the relatively open access of information 3 Gross and Acquisti (2005) point out that users may be placing themselves at risk both online (e.g., identify theft) and offline (e.g., stalking). Other current Facebook research reviews student perceptions of instructor temporal patterns of utilization (Golder, Wilkinson, & Huberman, 2007), self-disclosure and presence (Hewitt & Forte, 2006; Mazer, Murphy, & Simonds, 2007), and the relationship between friendship articulation and( pr ofile structure Lampe, Ellison, & Steinfield, 2007). There are also cases (Hall, 2011) that put teens in greater danger such as when this age group become targets of many pedophiles. The anonymity of various social networking sites can make it easier for unscrupulous people to victimize young

Chapter 2 Essay Example | Topics and Well Written Essays - 250 words

Chapter 2 - Essay Example o is expected to do promotional activities or fieldwork that may necessitate stamina or to be on toes all the time, than the best fit would be a good ability-job fit (Robbins, Judge and Campbell). 3) Working with older people helps one to learn better since one can learn from the experience they have gained over the years to which in turn would be of great benefit. One is better able to analyze the organizational situations that may otherwise have taken longer to reach any decisions (Robbins, Judge and Campbell). 4) I have been given the opportunity to choose for myself. Similarly, I will give a chance to my children to choose for themselves too. The reason behind this is that it allows people to be satisfied with what they are doing and this job satisfaction is important for an employee in order to perform well (Robbins, Judge and Campbell). 5). One of the important factors for job satisfaction is to have a job that is secure. Similarly, it is also important that the flow of communication with senior management is satisfying. The job benefits and contingency to use the abilities and skills that I have developed adds to job satisfaction (Robbins, Judge and Campbell

Euthanasia is Morally Incorrect Essay Example | Topics and Well Written Essays - 2500 words

Euthanasia is Morally Incorrect - Essay Example It is morally incorrect because it allows one human to take away the life of another; an act that should be frowned upon (Narbekovas & Meilius 2004, p.2). All human beings have to die a natural death and there should be no excuse to take the life of an individual to alleviate pain and suffering because, in the modern world, strong painkillers have been developed to ensure that pain is significantly reduced among patients. However, putting euthanasia into practice presents a moral dilemma for those medical practitioners who preside over it because it is a contravention of the Hippocratic Oath, which they take as a guarantee that they will be dedicated to preserving human life. Therefore, while the advocates for euthanasia state that it helps to end suffering, it is also a violation of the basic principles of life that have sustained societies for ages. In this paper, there will be a discussion of the ramifications of euthanasia on the society, the principles that make it a moral issue, as well as its impact on the individuals who take part in it. The discussion will be based on recent years, where euthanasia has been conducted as a means of removing the financial burden from medical expenses from families. In addition, in some cases, it has been done in direct violation of the wishes of patients and this has made euthanasia something akin to murder rather than as a means of ending the suffering of patients. Euthanasia is an act that is immoral because it goes against all the principles of life as dictated by religion; where the right to take away life belongs only to God rather than to human beings. Moreover, when euthanasia is conducted, there is often a failure to consider the emotional toll that it might take on the families of the patients because not only  might they feel guilty and be full of regret for allowing it to happ en, but it might lead to some of them falling into depression.

Research Program Proposal Essay Example | Topics and Well Written Essays - 500 words

Research Program Proposal - Essay Example It is stated in there that " in 1998, for every 100,000 youth in the United States ages 10 through 17, there were 1,751 arrests of juveniles for property offenses". (Frontline: Juvenile Justice 2008) The problem rooted from some cited causal factors. One is the loose responsibility of the educators of the proper education designed for minors. Research shows that there are 70% of juvenile delinquent was caused by educational disabilities (Wright & Wright 2007). The ineffectiveness of the educational system in a certain community is comparable to non-educational system at all. The knowledge and awareness in society and morality that children should learned are not being effectively conveyed to them, thus the possibility to create socially-insensitive individual is in its highest possibility (Diekmann 2004). There are previous programs being implemented for the juvenile justice system to help resolve the social malady. In the United States, designed programs for juvenile justice system vary from states', and universities' concerns. The Juvenile Justice Role Model Program was a program established in 1995 that aims to discipline and emphasizes culture and academic diversity of the students.

Film and Video Assignment Example | Topics and Well Written Essays - 500 words

Film and Video - Assignment Example Other developments such as women’s suffrage then the financial boom which ended in a market crash in 1929 leading to the Great Depression made the generation traumatic. Traumatized by the war (with some becoming suicidal due to PSTD), working in odd jobs such as sweatshops and selling newspapers and without diversion due to the Prohibition movement (prohibition of alcohol) made this generation traumatic and perhaps this explains why this generation was called as the Lost Generation. Thus this generation looked for outlet for what they lacked. In economic opportunity due to the sweatshops they are accustomed to, entrepreneurs were born and so was the rise of individualism and spirt of entrepreneurship. Immigrants flocked into the United States to try their luck with the American Dream. So the Lost Generation looked for outlet in their entertainment. Thus their entertainment was described as pure escapism which reflected the generation’s feeling of instability and displacement during their time. Traumatized with war, overworked in factories, stressed and poor, people then looked for escape from their hard life and ugly reality. This explains why John Steinbeck’s The Grapes of Wrath were adopted in the big screen as it talked about a family’s â€Å"migration of the Dust Bowl of Oklahoma to the agricultural fields of California†. People were able to relate to this poignant screen as most people shared that kind of life at some point or another. Then Scarlett O’Hara’s Gone With the Wind became popular as it encapsulated the Depression of the Lost Generation. It talked about the girl who endured poverty but still had the courage to say that â€Å"tomorrow is another day†. But what really caught the spirt of the time was the movie The Wizard of Oz. This movie may be a fantasy movie where the main character of Dorothy’s migrated from reality to fantasy, â€Å"as objects signifying permanence (picket fences, cows, and

Personal Risk Profile Essay Example | Topics and Well Written Essays - 750 words

Personal Risk Profile - Essay Example As a neutral investor, from the investment choices, I would like to select bank deposit i.e. term deposit in term deposit where I can get 6% interest on my investment annually and requires only $ 25000 as a minimum deposit and having only 2 years locking period. The term deposit gives safety besides assuring a consistent return. After the 2 years, I can withdraw the money at any time which means the liquidity of fund. If I have $500000 in my hand by depositing the cash in the bank as a fixed deposit I will get 6% interest on the deposit which is 500000 * 6 / 100 = 30000. Investing money in the bank account as a fixed deposit would enable me to earn an interest of $ 30000. In the bank account, cash management is also a good choice because it provides an interest rate of 6.4% annually and it requires a lock-in period of only two years. The minimum deposit begins at $ 10000. Bank deposit is thus a safer and reliable investment compared to corporate bond and investment in shares. As a neutral investor, I am not willing to take many risks and I am seeking a safer investment area. Investments in shares are riskier even if it provides a good return. However, such investments are subject to several factors. There is also a high possibility of sustaining losses when the market crashes for some or other reason. The market conditions remain very volatile. On the other hand, if I invest in bank deposits, there is a proper guarantee of the return though it is comparatively less. Thus, as a risk-neutral investor, I will choose bank deposit as my preferred method o f investment. Risk aversion connotes to an investor’s attitude in an investment option where he prefers lower risk area. â€Å"A risk-averse investor dislikes risk and therefore will stay away from adding high-risk stocks or investments to their portfolio and in turn will often lose out on higher rates of return. Investors looking for "safer" investments will generally stick to index funds and government bonds, which generally have lower returns† (Risk Averse, 2011, para. 2).

The collapse of Enron Essay Example for Free

The collapse of Enron Essay The collapse of Enron seems to be rooted in a combination of the failure of top leadership, a corporate culture that supported unethical behavior, and the complicity of the investment banking community. In the aftermath of Enron’s bankruptcy filing, numerous Enron executives were charged with criminal acts, including fraud, money laundering, and insider trading. Ben Glisan, Enron’s former treasurer, was charged with two-dozen counts of money laundering, fraud, and conspiracy. During the plea negotiations, Glisan described Enron as a â€Å"house of cards. † Andrew Fastow, Jeff Skilling, and Ken Lay are among the most notable top-level executives implicated in the collapse of Enron’s â€Å"house of cards. † Andrew Fastow, former Enron chief financial officer (CFO), faced 98 counts of money laundering, fraud, and conspiracy in connection with the improper partnerships he ran, which included a Brazilian power plant project and a Nigerian power plant project that was aided by Merrill Lynch, an investment banking firm. 2. How did the top leadership at Enron undermine the foundation values of the Enron Code of Ethics? Enron’s ethics code was based on respect, integrity, communication, and excellence. Kenneth Lay, former chairman and (CEO) of Enron Corp. , once quoted as saying: â€Å"I was fully exposed to not only legal behavior but moral and ethical behavior and what that means from the standpoint of leading organizations and people. † In an introductory statement to the revised Enron Code of Ethics issued in July 2000, Lay wrote: â€Å"As officers and employees of Enron Corp. Its subsidiaries, and its affiliated companies, we are responsible for conducting the business affairs of the companies in accordance with all applicable laws and in a moral and honest manner. † Lay went on to indicate that the 64-page Enron Code of Ethics reflected policies approved by the company’s board of directors and that the company, which enjoyed a reputation for being fair and honest, was highly respected. Enron’s ethics code also specified that â€Å"An employee shall not conduct himself or herself in a manner which directly or indirectly would be detrimental to the best interests of the Company or in a manner which would  bring to the employee financial gain separately derived as a direct consequence of his or her employment with the Company. † 3. How did Enron’s corporate culture promote unethical decisions and actions? Enron has been described as having a culture of arrogance that led people to believe that they could handle increasingly greater risk without encountering any danger. According to Sherron Watkins, â€Å"Enron’s unspoken message was, ‘Make the numbers, make the numbers, make the numbers—if you steal, if you cheat, just don’t get caught. If you do, beg for a second chance, and you’ll get one. ’† Enron’s corporate culture did little to promote the values of respect and integrity. These values were undermined through the company’s emphasis on decentralization, its employee performance appraisals, and its compensation program. Each Enron division and business unit was kept separate from the others, and as a result very few people in the organization had a â€Å"big picture† perspective of the company’s operations. Accompanying this emphasis on decentralization were insufficient operational and financial controls as well as â€Å"a distracted, hands-off chairman, a compliant board of directors, and an impotent staff of accountants, auditors, and lawyers. † Jeff Skilling implemented a very rigorous and threatening performance evaluation process for all Enron employees. Known as â€Å"rank and yank,† the annual process utilized peer evaluations, and each of the company’s divisions was arbitrarily forced to fire the lowest ranking one-fifth of its employees. Employees frequently ranked their peers lower in order to enhance their own positions in the company. Enron’s compensation plan â€Å"seemed oriented toward enriching executives rather than generating profits for shareholders† and encouraged people to break rules and inflate the value of contracts even though no actual cash was generated. Enron’s bonus program encouraged the use of non-standard accounting practices and the inflated valuation of deals on the company’s books. Indeed, deal inflation became widespread within the company as partnerships were created solely to hide losses and avoid the consequences of owning up to problems. (p29-31) Weiss, Joseph W. (2009). Business Ethics: A Stakeholders Issues Management Approach

Closing The Achievement Gap Education Essay

Closing The Achievement Gap Education Essay The American education experienced long and sustained period of school reforms filled with significant challenges. The policymakers as well as the governors made the school reform movement their top project priority since the 1980s (Sindelar, Shearer, Yendol-Hoppey Liebert, 2006). The school reform movement undergone profound achievements in the past and continues to tackle significant challenges although it has achieved its goal in creating changes to school conditions, student performance, and institutional policy. The National Governors Association for Best Practices is looking into the achievement gap challenge facing the schools today (Grant, 2009). This requires creating new policies and developing old policies to close in the achievement gap problems happening in several states. The policy primer discloses the nature of the achievement gap problem, its history, and the different states efforts to solve the existing problem. The primer also discusses alternative solutions and strategies at state level including important issues and factors to avoid in implementing solutions. Understanding the achievement gap context The achievement gap context is all about the differences one sees between people coming from different race and class (Chubb Loveless, 2002). There is an increasing difference concerning the performance of students coming from the disadvantaged minority as compared to the performance demonstrated by white students of the same grade level (Chubb Loveless, 2002). This achievement gap is a clear issue of racism and the effects of the power of the privilege. Educational institutions, educators, and policymakers face genuine lack of understanding creating and developing schools that can cope up with the context of a diversified society. The challenge goes on with the creation of correct policy that could help close the achievement gap. Federal response to the urgent persisting achievement gap problem The No Child Left Behind Act or NCLB is an attempt by the Federal government to close the achievement gap (Chamberlain, 2004). The policy set forth a new accountability practice for American schools to set the same standards with detailed plan for testing performance to ensure students meet preset standards of the schools. The framework of the NCLB allows a student to transfer to other schools located at the same district if he fails to pass the test performance set by the school. It is the responsibility of the school district to provide persistently failing students supplemental services as well as choices to study at other schools operating within the same district (Chamberlain, 2004). The school needs to demonstrate adequate progress about the problems of persistently failing students. Failure to show progress makes them open for state law corrective action (Chamberlain, 2004). The schools focus their performance targets based on the conditions of the students with disabilities a nd coming from disadvantaged family background. This includes students coming from ethnic or minority group that possess limited English language skills and proficiency. However, well performing schools are still required to alter school practices, policies, and governance to accelerate and enhance the educational experience of the disadvantaged group of students. The state considers a school as well performing only when they become successful in bridging the achievement gap. The intervention of the new Federal law on the educational scene has created quite a stir among schools struggling to meet the new set of policies and criteria. How do you measure the achievement gap? NCLB Act is clearly a Federal strategy to challenge the achievement gap brought by the effects and challenges of inequality among students in the US. Schools measure achievement gap by comparing African-American test scores and academic performance with the Hispanic group and white Americans using standard assessment tests (Chamberlain, 2004). Survey statistics gathered by the National Assessment of Educational Progress (NAEP) reflected a narrow gap between Hispanic and African-American 17 year old students reading scores for the period 1975 to 1988 (US Commission on Civil Rights, 2004). The gap becomes wider or somehow constant in the areas of mathematics and reading during 1990 to 1999. The NAEP charts on achievement gap raised concern over the intelligence and skills of the disadvantaged minority students. The Education Trust analysis on the NAEP data bothered policymakers. It concluded that the grade 12 level disadvantaged minority students performed similar to the level of the s tudents studying four years behind them (Ferguson Mehta, 2004). The skills of the Latino and African-American 17 year old students are comparable to the skills possessed by the 13-year-old White students in the subjects of English, science, and mathematics (Ferguson Mehta, 2004). The educational attainment is another way to measure the achievement gap between races. The different ethnicities showed wider gap as to the highest educational level of attainment they had achieved in the past. The groups showed gaps in all discipline. Dropouts among African-American and Hispanic groups in high school are heavier even though the tuition fee rates are lower than those rates given to the Whites (Ferguson Mehta, 2004). The Whites show more effort in trying to get a college degree than the Blacks and Hispanic young adults. Policymakers and schools do not overstate the importance of achievement gaps but actually noted the big difference between Whites and other ethnic groups educational achievement specifically Hispanic and African-American groups (Chubb Loveless, 2002). The achievement gap is the outcome of local and national standard test measures between diversified groups of students mostly categorized by ethnicity and socioeconomic status (Chubb Loveless, 2002). The other forms of category applicable to the groups are their gender and ability. There are many ways that a school can measure the achievement gap between the groups such as test scores resulting from standardized test and average grades obtained by each group. The dropout rates, highest level of educational attainment, and population of college enrollees are other ways to measure the achievement gap between ethnicities (Strictland Alvermann, 2004). Although the results of this statistic survey came from different American states, the same thing is also happening with other countries. These achievement gaps noted across countries showed the possible effects brought by discrimination and social injustice. The government made a good move eradicating social discrimination. The move to bridge the achievement gap between ethnicities also responds to their effort to solve existing social discrimination at the same time. Eradicating the gap as a public policy would help eliminate the other problem of social discrimination. However, some people disagree that the core causes of the achievement gap come from a persons class, culture, or even biology. These people believe that policymakers can directly influence economics and education using progressive education based on multiculturalism. This idea is more effective in helping them achieve equality among ethnic groups. Identified factors causing the widening achievement gap Researchers do not have any clear idea about the real reason for the increasing achievement gap between ethnic groups. Structural as well as cultural factors played a major role to the widening discrepancy. Students lacking the cultural capital portrayed by the middle class are likely to show low academic scores and achievements especially if they experience little parental involvement concerning their education and home coursework (Strictland Alvermann, 2004). Annete Lareau stated that better resource students demonstrate more accomplishments in academics and life (Lareau, 2000). Other researchers believed that a persons ability to achieve more in life and academics largely depends on its socioeconomic condition and the classification of race from which he belongs. It is evident that students belonging to the disadvantaged minority suffer the adverse result of the achievement gap because they find themselves at a disadvantage position than the White students. Understanding the effects of the environment and culture to students performance The culture, traditions, beliefs, social roles, and environment of the student influence the students performance and are factors that need extra consideration and study when dealing with the core causes of achievement gap (Lareau, 2000). It would be for the researchers advantage that he should look into the lives, environment, economic condition, and practices of the disadvantaged minority to ascertain and identify specific cultural differences that can help explain the differences of the child-parent relationships between ethnic group families (Lareau, 2000). Cultural differences shaped the childs behavior and motivation to become achievers. The authors Jencks and Phillips argue that a child belonging to the Black family do not have much motivation and encouragement from their parents because of the lack of understanding about the benefits of education and obtaining academic skills (Jencks Phillips, 1998). The lack of awareness resulted to Black children going to school with littl e vocabularies than their White counterparts. Studies claimed that students with parental involvement such as homework assistance show more progress in school (De Carvalho, 2001). In comparison, the disadvantaged minority consists of single parents have to spend more of their time looking for money to cope up with their household economics and other needs rather than staying and getting involve with their childs homework (De Carvalho, 2001). The minority group also consists of parents that do not understand nor speak English well. The study points two major causes of the childs difficulty namely unavailable English speaker at home and lack of parental involvement for homework. Researchers highly believed that children from the minority group do not attend school because they are not willing to find themselves in comparison with the Whites and accused as behaving like the White children by their peers (De Carvalho, 2001). The children of the minority group simply lack the motivation and the understanding to pursue higher education because they do not see and believe the benefits and role of education in their future. They possess little understanding about the benefits that knowledge and higher education bring to their lives and how it could improve years of hard work (De Carvalho, 2001). The common minority behavior from lack of motivation to do better in school is plain rejection of the idea to achieve something more in their future. It is like giving up their potential and the ability to do more by not studying and working hard to make any progress in their social status as well as to receive higher wages. Furthermore, researchers found that schools often set up their performance measures based from the students knowledge as well as familiarity about the White group that belongs to the middle class cultural capital. It is obvious that the disadvantaged minority is not familiar about the middle class cultural capital background of the White group. Schools need to change their test for students performance and base it on their understanding of the subject matter. The test should be solely base on how they understand and perceive the subject they are taking. How structures of the institutions influence the students? Students coming from the disadvantaged minority group definitely go to schools categorized by the district as poorly funded schools (Danielson, 2002). Children belonging to low-income household attend poorly funded schools because it is the only affordable form of education. Schools belonging to the poorly funded school category have limited resources and employ teachers with less qualification (Danielson, 2002). Schools tried to solve the achievement gap between ethnicities by placing students in tracking education groups. The framework of the tracking education group assigns students within the same school into several groups base on their skills and academic abilities (Ansalone Biafora, 2004). The schools then tailored the teachers lesson plans to meet the varying requirements of the different sets of learners abilities (Ansalone Biafora, 2004). The strategy made dramatic progress to some learners. However, some schools based their grouping from the students cultural capital and socioeconomic status that results to the disadvantaged minority overly representing the lower educational group (Ansalone Biafora, 2004). This made schools placed the African-Americans and the Hispanic students into the lower educational group. Their perception about the minority group wrongly placed the African-Americans and the Hispanic students, which reflects practice of institutional racism (Ansalone Biafora, 2004). This confirms some researchers beliefs that the initiation of the tracking education groups implies the existence of racial segregation within the school system itself. Several studies performed on tracking education groups provided negative results. The implementation of the tracking education groups harmed the potential of the minority students to learn more skills because the teachers assigned to their groups are less qualified (Molnar, 2003). The curriculum design for the minority group is also less challenging and provides less opportunity for advancement in their academic fields. The peers as well as the teachers of the students belonging to the lower tracking educational group labeled them as slow learners. This greatly affected their self-confidence and motivation to continue their studies, which resulted to increasing minority school dropouts. Concerned psychologist claimed that the schools tracking groups outcomes might not be beneficial to all groups (Molnar, 2003). They cannot identify any lasting benefit to the grouping. Chapter 2 Rational The schools explanation over the creation of the tracking education widely varies. The goal to find applicable institutional and policy solutions to narrow the achievement gap gave birth to drafting education reforms. The categorization leads schools to provide remedial classes as well as tutoring sessions for identified less performing students. Strategies applied to narrow the ethnicities achievement gap The school provided tutoring sessions to the less advantaged and low performing students after school. They also offer remedial classes to help underperformers. The main problem noted with the categorization program is the pressure it gave to minority students. The program pushes minority students or underperformers to learn at a fast pace in an attempt to catch up with the performing groups usually comprise of their White counterparts. The catch up required more efforts from the teachers and gave much pressure to the students. The schools changed their categorization by race to grouping the students according to their ability. This new grouping criteria enabled schools to provide fair quality education for the students without considering ethnicity. The detracking scheme made schools and teachers perceive students equally (Burris Welner, 2005). This also made schools provide more teachers that are qualified to the different groups, design their curriculum appropriately, and provide more resources to the learners. Understanding the condition of the minority The Blacks and the Latinos usually describe the low-income minority of the United States (Aragon, 2000). These students usually come from poor families and comprise the less performing group in school. The schools can easily identify minority students based on their SAT scores. Minority students often obtain lower scores than their White peers (Aragon, 2000). The schools broke down their SAT scores according to their socioeconomic status. The results showed that the Blacks and the Latino students usually achieve lower SAT scores than the Whites. However, Asians still achieve higher SAT scores than their White peers who belong to the same family income level. The analysis of the authors Steven G. Rivkin and Eric A. Hanushek fully explained the core causes of the increasing achievement gap. In their book published last 2006, the authors discussed the effects of the schools effort to group the students according to their socioeconomics and ethnicity (Hanushek Rivkin, 2006). The racial concentration in certain groups created the unequal distribution of experienced teachers and the inexperienced teachers (Hanushek Rivkin, 2006). The study noted the increasing achievement gap in the grades 3 and grades 8 levels. Looking into the structure of the high performers that belongs to the minority group There are minority students who managed to excel in their grade levels. One great example of minority high performers is the students attending at Davidson Magnet School of Augusta, Georgia. The other school with minority high performers is the Amistad Academy located in New Haven, Connecticut. The schools strategically employ traditional and rigorous training instructions that include providing direct instruction to students. Researchers found direct instruction effective and efficient in developing the skill levels of the learners coming from the inner city of the research title Project Follow Through (Harris Graham, 2007). Black schools sometimes perform higher than their White counterparts do. The results of the annual test during the later part of the 19th century at Washington, DC can prove this claim. The Blacks performing higher than the Whites do continued until the middle of the 20th century. The M Street School gave quite a performance during this period by exceeding on the national standardized test. The author Carl L. Bankston III and his partner researcher Stephen J. Caldas claimed that the achievement gap causes the segregation of the schools in US (Caldas Bankston, 2005). The book titled A troubled dream: The promise and failure of school desegregation in Louisiana published in 2002 and the other book titled Forced to fail: The paradox of school desegregation published in 2005, clearly pointed that students benefit more when placed in the same school with high achieving students (Caldas Bankston, 2005). Their research also showed that students experienced academic disadvantage when they interact more with low achieving schoolmates. This proves their perception about the achievement gap as the core cause of school segregation. This means that parents played a major role and are greatly involve in the creation of school segregation for the fact that many parents even avoid sending their children to schools with larger minority student population (Caldas Bankston, 2005). Understanding the standards based form of education reform The standard based education reform based its classification by the education characteristics and income level of the student regardless of performance (US Commission on Civil Rights, 2004). Most schools in US decide to adopt the education reform. The policymakers believed that students regardless of race and gender have the potential to become achievers and receive higher pay levels. There is a need to study the content and context as well as the effects of the states education policy and compare them with the education policies of other nations. Improved performance is attainable using the standard based assessments with clear set of incentives such as examination for high school graduation (US Commission on Civil Rights, 2004). The student reforms of whole language, multiculturalism, affirmative action, block scheduling, desegregation, inquiry-based science, and reform mathematics were not successful in improving the achievements of the students. The recent NCLB legislation requires students to take annual testing and demonstrate progress at an acceptable rate every school year. The federal government imposed sanctions to schools with larger population of under performing students. Obviously, the schools having the greatest attendance of minority and poor students face the problems of coping up with the legislation and working on the skills of the students. Those who favored the traditional education claimed that the schools are not designing the education reforms in a constructive way because the reforms are not curriculum and student based. The IQ tests and the SAT are widely accepted as norm-referenced tests. Some people claimed the ACT as limiting chances for the minorities. Many people favored the standards based assessment because they have a clear definition and design of the criteria for the reference test (US Commission on Civil Rights, 2004). The criteria are acceptable and regarded as free from any cultural bias. The students can easily pass the reference test criteria. In 2006, states like the Washington questioned the effectiveness of the approach. The assessment became a mandatory requirement for graduation. Terry Bergeson, a Superintendent, believes that students coming from the disadvantaged minority can compete and are capable of achieving higher scores (Thomas, 2005). However, these minority students need additional help to perform more. MCAS in Massachusetts showed higher percentage of graduating students for all races. In the Fairtest point, there are still many minority students dropping out and performing less than the Whites and Asians. Although the Washington state has narrowed the achievement gap, researchers cannot find any conclusive evidence that the standard based reforms are effective in closing the achievement gap. The author of the book titled The Bell Curve, Charles Murray, looked into the point gaps and its relative improvement (Locke, 1995). His analysis implied that the test is theoretically easy to pass but actually difficult to answer. The test consists of open-response questions that are mostly problem solving, reading, writing, and mathematics. Minorities who fail the test are about twice or even four times than the population of the students that achieve high scores of the testing history. In 2006, only one sophomore student belonging to the minority group passed the standard test. One needs to pass WASL to obtain a diploma. The tasks of keeping American public schools from educational failure depends on how fast policymakers and educators provide efficient policies and effective structure of framework for teaching that can respond to the students individual differences and capabilities. There is a rising need for educational institutions to meet projected challenges posed by changing demographic trends and requirements. The most crucial part is the transmission of societal values from diversified students of differing religion, philosophy, history, and political context. The lack of understanding of each ethnic group values and culture endangers the opportunity of any education reform to work for the learners. Chapter 3 Significance of the problem The American Indian group always ranked below the Latino and the African American students in terms of graduation rates and standardized test scores. The three groups always showed significant numbers concerning dropout rates. The achievement gap persists in the US history. The study published in the Education week revealed that American Indian or Alaska Native students graduation rate is about 47.4 percent. The foundation of the couple Bill and Melinda Gates funded the study. The statistics showed that American Indians were 30 points below their White peers, which means that about half of the graduating students belonging to the minority failed. The Council of Chief State School Officers report in 2006 declared that the low attendance of American Indian students across the country is a significant problem among the states specifically West Mississippi (Council of Chief State School Officers, 2006). The persisting problem about the achievement gap of the African Americans, Hispanic, Asian Americans, and Caucasian students present a challenge to the present structure of public education (Zajda, 2005). The gap narrowed a little during the 1970s and the 1980s and then started to widen again in 1990. The gap persists to widen until today (Vanneman, Hamilton, Anderson Rahman, 2009). There were about 22% grades 4 White students who scored below the basic NAEP test for reading in 2007. The report also showed about 50% Hispanic and 54% Black students who obtained scores below the basic NAEP. There were about 16% White students at grades 8 who scored below the basic mark required to pass the reading test. There were about 42% Hispanic and 45% Black students performing below the basic mark required to pass the reading test. The wide achievement gap reflected in their math scores also. Some people argued that district resegregation across the states reinforced the rising disparity problems. This is especially true in the northern and southern districts (Kozol, 2005). The White parents enroll their children in high quality suburban schools while the African-American as well as the Hispanic families enroll their children in racially isolated schools. These racially isolated institutions normally provide school instruction of very low quality and normally face other types of problems (Zajda, 2005). The California state is the most affected state in the US. Jack OConnell, State Superintendent, considers the task of helping the minority as moral, economic, and ethical imperative (Gerston Christensen, 2009). The California Department of Education (2009) revealed the state needs to prepare and train the students especially the African-American and the Latino to compete in the global economy. This would make California gain a competitive edge over world economic leaders. The success of the task largely depends on how well the students respond to the NCLB standardized test. Taylor (2006) is the main advocate of the Critical Race Theory. He tried to bring awareness about the racial minority and institutionalized oppression hidden under the Federal as well as state policies. Although the Federal government created the NCLB in an attempt to bridge the achievement gap, Taylor claimed that the Federal regulation puts too much pressure over the educators and students in trying to improve academic performance. Taylor claimed that the movement did not correctly address the issues stated in The Colors of Poverty by Lin and Harris. Taylor claimed that putting pressure to perform better does not respond to the racial segregation practices and policies. People and policymakers do not even understand the occurrence and the consequence of the practices nor do they have the ability to reverse its occurrence (Taylor, 2006). Understanding the context of differentiated instruction Differentiated instruction makes students the center of learning and teaching based from the theory that students come to school bearing different skills implying unique differences on their learning needs (Tomlinson, 1999). The varying degrees of differences may refer to their personal and educational context, community or environment background, and academic skills. The educators under the differentiated instruction design and employ several methods of instruction that can facilitate the learning experiences of the diversified students in the classroom effectively. The goal is to match students skills to the resource materials in a qualitative manner. The program includes blending the needs of the whole class with the design of their individual instruction using effective approaches and methods to expedite the processing of knowledge, input and output, of the learners. This requires constant assessment of the students progress by their respective classroom teachers. Policymakers considered the differentiated instruction movement as a proactive approach to educational issues facing practitioners today (Tomlinson, 1999). The proactive approach makes the students become more comfortable in pursuing their education. Educators refine and tailor their instructions according to the needs of the students. This also entails adjusting the curriculum to fit the students academic needs. Teachers committed to this approach understand that the students they teach shape their teaching style and practically believe that students create awareness on teachers how to shape them. The students personality and learning style necessarily influence the instructors teaching philosophy and methods (Tomlinson, 1999). This is the only way to get through them and seems the only possible way that they get to learn things. Creating a model for differentiated instruction requires student centered approach that supports the key elements of interest, readiness, and learning profile (Allan Tomlinson, 2000). The Russian psychologist, Lev Vygotsky, declared that people receive and learn more things when they are ready to learn these things (Daniels, 2001), which is the theory behind the differentiated instruction movement. The differentiated instruction approach matches the individuals interest and methods of learning. This approach supports the student interest, which is one of the key elements of differentiated instruction. Jerome Bruner claimed that the moment a teacher gains the interest of the student is the specific moment that a student starts to learn and the learning experience becomes more rewarding (Tomlinson Allan, 2000). The American psychologist who wrote about the multiple intelligence theory, Howard Gardner, claimed that a human being is a unique individual that possesses different levels of intelligence and perceives learning in different ways. This led him to suggest that schools need to look into the possibility of providing individual-centered approach. The framework tailors the curriculum to the intelligence and preferences of the child (Tomlinson Allan, 2000). This suggestion fits to the different student learning profile key element of differentiated instruction. The context of differentiated instruction supports and integrates the learning styles of the students to the conditions of their brain development. This constructivist learning theory details and analyzes the various factors that influence the readiness, intelligence preferences, and the interest of the students that motivate and engage them to learn at school (Anderson, 2007). Kathie Nunley, an educational psychologist, stated that the movement for differentiated instruction is crucial to the classroom makeover from the 1970s homogeneous groupings to the present heterogeneous learners (Nunley, 2006). Educators using the differentiated instruction approach are able to ascertain and meet the differing needs of the students, help each student in their learning process, and exceed expectations from established standards (Levy, 2008). Tomlinson believed that the need to implement differentiated instruction came from the fact that learners are unique individuals that vary in different ways. The student population is also fast becoming academically diverse, which presents higher probability that diversity will continue for a long time . Pre-assessment criteria for differentiated instruction The most crucial part of the differentiated instruction program is the assessment, identification, and determin

The Great Gatsby :: essays research papers

In The Great Gatsby Fitzgerald offers up commentary on a variety of themes justice, power, greed, and betrayal, the American dream and so on. Each one of these themes is demonstrated through the relationships, which the characters have. Fitzgerald carefully sets up his novel into distinct social groups, in which each character fits. By creating distinct social classes – old money, new money, and no money, Fitzgerald shows the differing in the way relationships turn out. This book offers a vivid peek of what life was like during the 1920’s.   Ã‚  Ã‚  Ã‚  Ã‚  The first relationship introduced in the novel is Tom and Daisy Buchanan. Tom is a very powerful domineering man, very self-centered and self-absorbed. While Daisy is a charming, beautiful lady, with a thrilling voice, she is very self-centered as well. Tom and Daisy’s relationship is undergoing stress. When Daisy notices that her finger is hurt she says, â€Å"You did it, Tom†¦ That’s what I get for marrying a brut of a man, a great big hulking physical specimen (Tom interrupts) â€Å"I hate that word hulking†¦even in kidding.† â€Å"Hulking,† insisted Daisy. (P 16) Daisy knows how to push all of Tom’s buttons and how hard to push them. Daisy tells Nick how cynical she is about everything, she shows her views in the statement â€Å"She told me it was a girl and I turned my head away and wept†¦ all right I’m glad it’s girl. And I hope she’ll be a fool – that’s the best thing a g irl can be in this world, a beautiful little fool.† (P 21). It’s rumored that Tom is having an affair, â€Å"Tom’s got some woman in New York.† (P 19), and from what Daisy says she would just rather not notice what is really happening. Daisy and Tom never seem at peace with each other, just in an oblivious state where nothing can change them. They know â€Å"their place† is together; it suits society, they are perfectly matched. Daisy goes astray with Gatsby. â€Å"As he (Tom) left the room again she got up and went over to Gatsby and pulling his face down, kissing him on the mouth†¦You know I love you.† (P 122-123) Daisy uses Gatsby to rebel against Tom’s infidelity, but would never even consider leaving him, especially for an old flame. They are so materialistic; they except their flawed relationship as normal.   Ã‚  Ã‚  Ã‚  Ã‚  Myrtle and Tom have a very fiery relationship.

Creation, Flood and the Hero in Epic of Gilgamesh and Book of Genesis o

Creation, Flood and the Hero in Gilgamesh and the Bible    The Epic of Gilgamesh compares to the Bible in many different ways. The epic has a different perspective than the Bible does. This paper is a contrast and comparison between the two books. The three main points of this paper will be the Creation, Flood and the Hero.    The way these two books start out is creation. This is the first similarity that we can state. God created man out of the earth, â€Å"In the beginning God created the Heaven and the Earth†. In the epic, Auru, the goddess o... ...s that are hard to decipher, but most was understandable. The Epic of Gilgamesh was hard to get started on, but was easily finished. Bibliography Bibliography The Holy Bible. KJV. Thomas Nelson Publishers, Nashville. 1984. The Epic of Gilgamesh. Penguin Books, London. 1972.

Free Essays - The Excellent Tale of Ernest Hemingways A Farewell to Arms :: Farewell Arms Essays

A Farewell to Arms Inspiring    Ernest Hemingway^s A Farewell to Arms captures the inspiring trials and tribulations of a disillusioned man caught between love and war.   Driving an ambulance on the Italian front of World War One Frederick Henry discovers his values as he realizes his love for Catherine Barkley, a innocent English Nurse.    An American Second Lieutenant in the Italian Army^s Ambulance Corps, Frederick Henry is depicted as an average man in search of a set of values.   Initially Frederick is lonely, lustful, confused and restless, but as he becomes involved with Catherine Barkley he finds his niche, and a meaning to life. Frederick can be considered heroic in that he is honorable, not interested in material commodities, and puts his fellow soldier before himself.   When the entire mess hall teases the priest Frederick defends him and is his only true friend.   Also, when offered an award, Frederick refuses.   Additionally, when he and the other drivers were bombed, he ignores his own injuries to assist the others and insists that the doctors treat others before himself.   Catherine Barkley is a young English nurse who has already lost a fianc to the war and is introduced as partially crazy.   She begins her relationship with Frederick pretending, he is her lost fianc who has returned, but soon falls!   in love with him and regains her sanity.   Throughout the story Catherine remains static, and represents the ideal Hemingway character that Frederick is to become as the novel comes to an end.    The basic plot of the novel revolves around Frederick^s relationship with Catherine.   Frederick experiences the war in the Italian Alps and sustains a leg injury that hospitalizes him for several months.   Although he knew Catherine before his hospitalization, their relationship blossoms during this period when he is away from the front.   Soon after his return to the front, there is a huge retreat and he takes his ambulance crew on a back road to get around traffic.   When he finally does make it back to the army he is forced to desert in fear of execution.   He finds Catherine and they begin a new life together in Switzerland.   Ultimately, Frederick learns his basic values through Catherine in their adventures of love, war, and death during World War One.   The theme shown is that love can come from even the strangest places, also there is a basic good versus evil shown by the dramatic tragedy at the end.    A Farewell to Arms is a very emotional and understanding story.   Throughout the book Frederick acted as a confused hero

Mis in Microfinance

MANAGEMENT INFORMATION SYSTEM FOR MICROFINANCE| ABSTRACT ICT can be a strategic tool in making Microfinance Institutions (MFIs) more efficient and effective. MFIs can reach more people in a more economic way by implementing the right Management Information System (MIS). While a few MFIs are making good use of technology, the majority are facing difficulties in getting the right solution. Reasons for this include: * Insufficient organizational and human capacity * Unavailability of suitable MIS applications for microfinance * Diversity in business processes and frequent changes in procedures * Risk of failure of the MIS Diversity of geography and language * Unavailability of vendors and their capacity to implement and support IT solutions * High cost of IT solutions for MFIs * Lack of commitment of management and key decision-makers within an MFI * Lack of awareness about the importance of IT The back-office MIS is the backbone of any Information System solution and yet it has not rec eived much attention. MFIs, whether large or small, need to have a strong back-office MIS before attempting to deploy any advanced front-end applications or delivery channels.These would be worthless without having a strong and flexible back-office MIS in place. INTRODUCTION Management information systems (MIS)  have played a key role in the traditional banking sector for years, but microfinance institutions have been much slower to utilize this technology, primarily due to budgeting shortfalls. A  2009 CGAP survey   found that many microfinance institutions lack well-functioning information systems that would enable them to grow into vigorous institutions. Technology was consistently cited as one of the greatest challenges facing MFIs.Over the last several years, however, more and more MFIs have begun implementing information systems, which has the potential to provide several benefits to the industry as a whole and to MFIs in particular; ranging from loan tracking to greater transparency and risk management. Management information systems are essentially applications which enable an institution to better organize its data for the purposes of decision-making, efficiency, and external reporting. Rather than hidden within a pile of manila folders, the data is crisp, up to date, and presented in a compelling and practical form.Benefits include easier cash-flow management and forecasting, timely information regarding portfolio risk, real time performance updates, more efficient accounting procedures, and simplified external reporting. In sum, a good MIS can increase an organization’s efficiency and decrease its operating costs. The biggest hurdle to the utilization of such technologies among MFIs has been the prohibitively high cost of purchase and implementation. The CGAP survey found that a majority of MFIs use either custom-built or off-the-shelf systems to track their portfolios.But a new innovation,  SaaS  (Software as a Service), has been c hanging that. Typically the SaaS software vendor hosts the application on its web servers, which the customer can download on his mobile device or computer terminal on an on-demand basis. This system provides MFIs 24/7 access from anywhere in the world, real time information, data security and automatic backup. With an SaaS system an organization pays monthly â€Å"rent†, or in some cases a variable fee based on usage levels, for access to the software provider’s application.Instead of â€Å"buying† the software and using it in isolation, the purchaser gains access to the provider’s online cloud, and utilize the internet to deposit, organize, and access their information. With this changed cost structure, more and more MFIs have been able to integrate MIS into their organizational structure. SaaS technology is designed to serve international microfinance networks, such as Opportunity International, as well as national MFI branches, such as  Cresa Financ ial Services in India. Accordingly, SaaS services are emerging as the MIS model of choice for microfinance institutions.Difficulties in Adopting MIS A number of MIS solutions are emerging. Currently, there are 56 MIS applications listed on the CGAP website, although more are being used by various organizations that are not publicized. Despite the advances in MIS, practical experience shows that the acquisition of a suitable MIS is not simple. Many MFIs are struggling with their MIS. Some of the reasons for these difficulties are: * Microfinance operations are unique and complex, compared to commercial, retail banking. The Microfinance sector is still evolving and lacks standardization in its procedures, methodologies, customer characteristics, type of transactions and reporting. * There is no of-the-shelf software available that can address the requirements of every MFI. * Those MIS that are available are complex and costly for adoption by MFIs. * MFIs lack human and organizational capacity to develop or select an appropriate MIS. * MFIs operate in remote and difficult areas where communication and power infrastructure do not exist and are therefore constrained from using IT equipment required to run MIS applications.Outlook of MFIs It is evident that the MFIs around the world are diverse in their structure and practices. Following are some of the factors that differentiate MFIs from each other: 1. Type of organization: * NGO * MFI (non-regulate) * Regulated MF Institution * Microfinance banks 2. Type of Products and Services: * Minimalists (those who offer only credit services) * Loans as well as savings services * Full range of products (including loans, deposits, remittance, insurance, leasing and social services) 3. Organizational Structure: * Branch setup (small, medium and large) Staff structure * Departments (cost centre and profit centre) 4. Geography: * Area specific (operations are limited to a small area) * Country specific (operations are spread ov er an entire country) * Global operations (operating in multiple countries) 5. Operational Environment: * Rural areas * Urban areas * Other 6. Processes and procedures: * Models (associations, cooperatives, credit unions, Grameen, etc. ) 7. Regulatory environment 8. Reporting: * Management reporting * Stakeholder reporting * Microfinance networks and peer group reporting Information Systems used by MFIsThe microfinance sector is also quite diverse in its use of information systems. Generally there are the following three types: 1. Manual System Some MFIs still rely on manual systems, which involve maintenance of records in forms and ledgers. Organizations having manual systems are either small micro-credit programs or NGOs. 2. Semi-automated System More than 50% of MFIs are operating in a semi-automated mode. Within this category, the spreadsheet is the common tool being used either in conjunction with a manual system or with an MIS application that does not fulfill the information requirements of the MFI.The majority of non-regulated MFIs have semi-automated systems. 3. Fully Automated System Few MFIs are fortunate enough to have a fully automated and integrated MIS, fulfilling the whole information requirements of the organization. Such systems are existent with banks or regulated MFIs. Disadvantage of manual systems: Some of the disadvantages of manual Information Systems are: * Too laborious and time consuming. * Prone to Errors. * Data manipulation and analysis is very difficult. * Maintenance of large amount of data is almost impossible. * Data and information is not secured. Loosely controlled. * Highly inflexible (addition of new products and change in business processes). Benefits of computerized MIS to Microfinance There is no doubt that â€Å"the right information† at â€Å"the right time† at â€Å"the right place†, is crucial in decision making. Therefore, information and data is considered among the most valuable assets fundam ental to the success of an organization. The primary roles of the MIS are to capture information, create new information, store information, and convey information to the user. The two major objectives of MFIs are Outreach and Sustainability.MIS can add substantial value in achieving both the objectives: * A major advantage of MIS is that it provides easy access to accurate and up-to-date information. For example, loan officers get information on loans that need follow-up, branch managers can monitor daily progress of the branch, and senior management can get a full picture of the portfolio performance and quality. Customers also get quick information on their accounts, payments and balances. * Detailed information is captured on customers and their activities that can then be used to assess client business to assess impact.It is also useful in tracking historical information of clients. * Activities, such as disbursements, repayments, deposits, withdrawals and money transfers are c ompleted faster, better controlled and with minimum opportunity for errors. * Information is produced in user-required formats, which facilitates better understanding, setting priorities, objectives and strategy. * Key performance indicators provide an overview of the organization’s performance, efficiency and effectiveness of business procedures so that timely adjustments can be made. * Use of ICT helps make MFI services more interactive, accessible and transparent. In terms of innovation, ICT provides full flexibility to structure products and services to the needs of its target group. * Efficiency and productivity of staff is increased, as they are able to manage more products, customers, and transactions in less time. Integration and Consolidation With the growth and advancement of the microfinance industry, new innovations are being witnessed. Among these innovations, technology-based delivery channels and mechanisms are creating opportunities as well as intensifying the competitive environment for MFIs.These channels are not only targeted at lowering transaction costs and extending the reach of MFIs to large populations, but are also focused around customer convenience. These technology-based mechanisms enhance efficiency of the MFIs, while posing substantial challenges in managing such technologies. One of the main challenges is that of integration and consolidation. It is essential that the back office MIS has the flexibility to integrate with such systems. The back-office MIS has received little attention within the sector.The general perception is that new technology based delivery systems would easily integrate with the core MIS, whereas in reality it is not that simple. Examples show that MFIs that have adopted such systems without assessment of their core MIS are struggling to integrate these. Because of non-integration, MFIs fall back on electronic spreadsheets or manual procedures to prepare consolidated information. Integration and conso lidation are very important for MFIs and inability to integrate new technological innovations holds them back, making them less rather than more efficient.Back-office MIS â€Å"Starting Point for MFIs† The backbone of any Information System (IS) is the core MIS as it holds the critical data, and manages the information. All other systems are add-ons. A simple core MIS comprises of two parts: I. Database – data structure; an organized set of tables designed to the needs of the business. All data of the organization resides in these tables. ii. Application Software – comprises of the user interface, business processes, procedures, reports and queries. Fig 1: Core MISAdopting an MIS is strategically important for MFIs. They need to undertake a careful and detailed assessment of current and future needs before committing to a particular solution. Much of the system’s flexibility, expandability, and robustness depend on the strength of the backend components. Strong core MIS can deliver cost-effective integration of data, channels and processes, facilitating a single consolidated view of the whole portfolio. Core MIS can provide easy data entry for the backend database, making consolidation easy to achieve.Various studies reveal that a large number of MFIs operate manual systems despite having some kind of MIS in place. One of the reasons the MIS does not cope with the changing needs of the organization is that the backend does not have the right structure. It is important for both the MFIs and microfinance software vendors to concentrate and strengthen the Core MIS. Figure 2 shows a basic structure for the Core MIS for microfinance: Fig2: Core MIS for Microfinance Other Key Deciding Factors for IT SystemsWhile the MIS needs to fulfill the business requirements of the organization, but other factors including appropriate infrastructure and hardware are also important in the success and optimal utilization of information systems. We can c ategorize the components of an information system solution into five areas: 1. Physical Architecture (Electricity/Power & communication infrastructure) Physical architecture consists of basic wires or cables to gateways and powerhouses.Together with buildings, offices, and computers, the architecture provides services of voice, data, image and video transmission while the consistent power supply keeps everything live and running. Every system needs electric power, and if systems are required to communicate, then there must be an appropriate communication infrastructure. Usually MFIs operate in remote and underdeveloped areas where this is lacking. 2. Network Three types of environment setups could be made. i. Standalone Environment; MIS is run on individual PCs and data is stored locally. ii.Local Area Network (LAN); PCs are connected together to create a LAN. The network can be either peer-to-peer or client/server. Desirable is the Client/server network where data is stored and sha red through a server in a secure way. iii. Wide Area Network (WAN); Branch offices and operation units can be connected through a WAN. It requires proper communication infrastructure and involves high cost to establishing a WAN. For online systems WAN is critical. 3. Hardware Type of hardware depends on the network environment. A client-server environment requires server and switch for connecting the workstations / PCs. . Database Generally databases can be categorized as local and client-server. Each category has its own strengths and weaknesses. These details can help MFIs in selecting the appropriate database: i. Local databases there are a number of local databases but the most widely used databases are Microsoft Access, FoxPro, Paradox, and file maker. ii. Client/Server databases iii. Most popular client/server databases also called enterprise databases include; Oracle, DB2, SQL Server, Myself, Sybase, and Informix are some of the commonly used client/server databases: 5. Appli cationA combination of business processes and procedures, user interface, reports and controls operate on top of the backend system. A large variety of software development and report generation tools are available and used to write software applications. Getting the Right Fit MFIs face great challenges in choosing the right system solution that can best fit their business needs. An MIS for microfinance must have the following characteristics: 1. Cost effectiveness: Total ownership and lifetime system operations costs, including hardware, software, network, infrastructure and human resource. . Functionality & flexibility: Fulfill maximum of the current business requirement and flexible enough to incorporate future changes. Capture and generate relevant information on an individual, group, and at a consolidated level. 3. Reliability: Incomplete and unreliable systems are dangerously risky and can hamper the business. Such systems do not produce the right results and are unable to com plete processes to the desired level. Users could be misguided by such systems. 4. Simple to use: Should be user friendly and easy to setup and operate.Activities can be performed in a systematic way and flow. 5. Scalability: System should accommodate changes to products, services and delivery channels. It should grow as the business grows. For example, if the system design is scalable, it can be run on an individual PC, Local Area Network (LAN) or Wide Area Network (WAN). 6. Integration: Combining data from multiple sources is of great importance to microfinance. Integration of branches to get single consolidated picture should be a priority. Challenges faced by MFIs * Microfinance is a rapidly changing industry. Due to the ongoing volution of the industry, MFIs face difficulty in defining business objectives, needs, priorities and limitations for acquisition of an MIS solution. There is lack of standardization within the microfinance sector, and business practices of MFIs differ f rom each other. Consequently, software developers face problems in coming-up with an MIS that can be used by most of the MFIs. Common failures are due to ill defined business process and procedures. * There is a shortage of skilled professionals who can understand technology as well as the microfinance industry, and be able to suggest the right solution.Such professionals can act as a bridge in filling the gap between use of ICT and microfinance operations * Majority of the MFIs do not have the technical capacity and required resources to understand, adopt and implement MIS solutions. * Most MIS solutions are not affordable to the majority of MFIs. * In some cases there is a lack of vision and commitment from the management towards use of technology * Integration is becoming one of the big challenges, as most of the MIS solutions for microfinance are built on weak platforms, thus not being flexible and scalable enough to integrate with emerging technologies and delivery channels.Rec ommendations: * FMFB’s experience of adopting technology suggests that MFIs should invest in relevant technologies after thorough and careful assessment of their requirements. The requirement should be addressed in perspective of current needs and future plans. * So far the core MIS of MFIs has been neglected. MFIs should get their core MIS right before opting for any kind of delivery system. * The software industry needs to do more in developing quality software for microfinance sector. * Capacity within institutions to manage technology is key to successful implementation and operation of its MIS.MFIs should employ skilled IT professionals on their staff. * MFIs must adopt MIS solutions that not only meet their needs but are also manageable by the MFI from all aspects. In some cases small and medium size MFIs go beyond their needs in adopting an MIS that ultimately becomes a drain on their resources. Such systems reduce the organizations overall efficiency and ultimately th eir sustainability. * MFIs can get maximum benefit by investing in technology, and putting in a better MIS solution that works for them. MIS is a strategic investment for MFIs. *Progressive policies that make ICT accessible and affordable to the majority of the population are important for encouraging the use of ICT within microfinance and for the development of the microfinance sector. Conclusion The use of ICT can rightfully be to the strategic advantage of MFIs. Innovations in ICT have transformed traditional approaches to microfinance, facilitating growth and reducing cost. Some of the players have already started getting the benefit by using MIS and similar IT solutions, while the majority of the MFIs have yet to realize the importance of its use to achieve outreach and sustainability.The implementation of the right MIS still remains a big challenge faced by MFIs. Efforts are also made from various corners of the world in overcoming these challenges. CGAP’s Information S ystem Support is a prudent initiative to assist MFIs in getting access to ICT, aligning their MIS and using the appropriate IT solution. One of the realizations is â€Å"first things first† i. e. having an appropriate core MIS first before other systems: keeping in mind the strategic importance of ICT to the microfinance industry, renewed efforts are required from all the stakeholders to overcome the challenges faced by the microfinance industry in taking on IT.References: – Cheryl Frankiewicz and published by CALMEADOW (2003). IT as a Strategic Tool for Microfinance in Africa – ADB Releases (2005). Pakistan Economic Update – Rao, M (2004), Microfinance & ICTs: Exploring Mutual Benefits and Synergy, Orbicom – Firpo, J. (2005), Championing Scale in Microfinance: Technology’s Role in Delivering Accessible Financial Services to the Poor

National Stock Exchange

NATIONAL STOCK EXCHANGE OF INDIA LIMITED DEPARTMENT : FINANCE AND ACCOUNTS Download Ref. No. : NSE/FA/21156 Date : June 29, 2012 Circular Ref. No. : 3/2012 To the trading members in the F&O and CD segments Sub : Levy of charges for High Order to Trade Ratio In continuation of Exchange Circular. No:NSE/CMTR/20662 dated April 30, 2012 on additional SEBI guidelines governing decision Support Tools / Algorithm for trading through Non-Neat front end and as directed by SEBI, Trading Members are hereby informed that the following charges will be levied for high algo order to trade ratio with effect from July 02, 2012.The said charges will be computed at member level on a daily basis and will be collected on a monthly basis, after reckoning all algo orders and trades of the member: Daily algo Order to Trade Ratio Less than 50 50 to less than 250 (on incremental basis) 250 to less than 500 (on incremental basis) 500 or more than 500 (on incremental basis) * Charges (per algo orders) Nil 1 pai se 5 paise 5 paise * In case the ratio is 500 or more than 500 during a trading day, the concerned member shall not be permitted to place any orders for the first 15 minutes on the next trading day(in the continuous trading session) as a cooling off action.However, the trading member shall be permitted to enter transactions in risk reducing mode in the respective segments during such a cooling off period. Members may note that for the purpose of calculation of Daily Order-to-Trade ratio all algo orders, i. e. , order entry, order modifications and order cancellations will be considered. Regd. Office : Exchange Plaza, Bandra Kurla Complex, Bandra (E), Mumbai – 400 051 Page 1 of 2 It may further be noted that, a) if the orders entered and/ or modified are within 1% of the last traded price (LTP) of the respective security/ contract ((Absolute (Limit price – LTP)/LTP)

Dream of equal schooling Essay

Mr. Borsuk also found that with the exception of the element of religion in the voucher schools—an issue many feel is a violation of the separation of church and state– â€Å"it’s the same story that’s being played out in urban classrooms across America—a story of poverty, limited resources, poor leadership and broken families. † (2006). Based on firsthand experience observations garnered from visiting each and every voucher school that would allow it, Borsuk concluded that at least ten of the 106 schools visited appeared to â€Å"lack the ability, resources, knowledge or will to offer children even a mediocre education†¦. most of these were led by individuals who had little to no background in running schools and no resources other than state payments. † (Borsuk 2006). Nine of the voucher schools would not allow the reporters to observe their work, making one wonder why the secrecy? Like everything on earth, some bad must come along with the good. Alex’s Academics of Excellence happened to be a school begun by a convicted rapist, and kept on enrolling students even after allegations of drug use by staff on school grounds and a DA’s investigation. Thankfully, Alex’s, along with three others have closed—as a result of outside intervention, not due to parental outcry. Conservatives have focused on the undeniable problems in our public school systems as a reason for the voucher system. They say that the voucher system gives â€Å"choice† to parents and students, but in reality they are more interested in privatizing the schools, effectively removing them from â€Å"public oversight and responsibility. † (Special Voucher 2000). The alternative to the voucher system would be to â€Å"invest in our public schools, not abandon them,† according to the more liberal stance. Our society knows how to teach children, it just tends to do that job in unequal measures. Many times a disproportionate amount of money is spent on the already privileged children rather than on the low income areas. Perhaps the largest distinguishing factor in voucher schools comes down to religion. Many of the students in the voucher program schools pray together in class, read the Bible, the Torah, or attend Mass. Even parents who are not particularly religious feel their children will get a better education and learn moral values when placed in a parochial school. While the religious aspect is a sticking point for those who advocate the separation of church and state, the religious schools are the fastest growing area of voucher schools, and many parents who were interviewed felt their children were receiving a much better education in a parochial school than they did in public schools. Martin Carnoy, a Stanford University professor has been critical of the voucher system, pointing to the fact that other states are not participating. â€Å"No other places jumped on the bandwagon, and I think the reason is they don’t see anything spectacular and terrific happening. Basically, they can live without it. † (Borsuk 2006). It is felt in many sectors that the voucher program has been a huge drain on resources, taking away money and attention from the some 85,000 students who still attend regular MPS schools. These students are effectively losing out so that others can attend private schools. (Borsuk 2006). How do other states feel about the voucher system? The Florida State Supreme Court ruled on January 5, 2006 that Governor Jeb Bush’s pilot voucher program was illegal because it â€Å"violates the provision in the state constitution that prohibits using taxpayer money to finance a private alternative to the public education system. † (OnWEAC 2006). The decision was 5-2 and the court stated that the voucher school program hurt public education because it diverted public dollars into private systems. Voucher schools are being rejected at a national level as in November, 2005, a group of 23 House Republican’s â€Å"bucked its party’s leaders and defeated an effort to include a private school voucher plan in the House budget reconciliation bill. † (OnWEAC 2006). The question remains: What is the future of the Wisconsin Voucher system? From September, 2005 to January, 2006, the number of low income students attending voucher schools dropped sharply, a decline of nearly 1500 students. This could be due to the fact that three voucher schools were closed because they did not meet minimum standards, or perhaps the reasons are more far-reaching. (School Choice 2006). The Laws have recently expanded the eligibility of voucher recipients, now allowing students who are in schools that have ranked in the â€Å"academic emergency† or â€Å"academic watch† category for the past three years to receive vouchers. (School Choice 2006) The Maine Supreme Judicial Court recently upheld a very controversial state law that prohibits students from using publicly funded vouchers for religious schools. Justice Donald Alexander wrote that the â€Å"state is not compelled to pay for religious education; even though the U. S. Supreme Court has ruled that these programs are constitutionally permissible. † (School Choice 2006). Although this was a Maine case, the issue may soon arise in Wisconsin as well. Wisconsin has done its best and tried many alternatives, gone down many roads to improve the education of their children. Nobody can fault them for this, however it is clear that it is still far from a level playing field, and that more reforms are in order, more programs that guarantee each child a quality education. References: Borsuk, Alan J. (January 3, 2004). Dream of equal schooling is unrealized. Accessed on May 3, 2006 from: http://www.jsonline.com

Bridging the Gap

Bridging the Gap January 28, 2014 Poetry of the 17th century is unique because it is of a metaphysical nature and it is deeper in meaning that the courtly love poetry before its time. It focuses on love, death, and loss other than death such as innocence and material possessions. The seemingly imposable things such as the afterlife and Heaven are said to be metaphysical in nature and both subjects are present in the three selected poems for this paper. Ben Jonson exhibits grief upon the loss of his first daughter and his first son in the poems â€Å"On My First Son† and â€Å"On My First Daughter†, but his grief is displayed in different tones.Anne Bradstreet exhibits grief over the loss of her home and all of her material possessions in â€Å"Here Follows Some Verses Upon the Burning of Our House July 10th, 1666†, but her grief turns into a comforting tone as she realizes her true possessions are in Heaven, not on Earth. â€Å"Thou hast a house on high erect, f ramed by that mighty Architect, with glory richly furnished† (Ferguson, Salter, & Stallworthy, 2005, p. 467). The three chosen poems deal with loss and grief.The poet of each poem expresses religious beliefs in Heaven and the afterlife and a comforting tone is exhibited for the reader to find comfort in the possibility that a better life exists beyond life on Earth. Ben Jonson was a poet born in 1572 and died in 1637. His work is often considered classical dramatics. His poem â€Å"On My First Son† expresses sorrow for the death of his first son. The poem is an elegy which means the poem is a serious reflection and a mournful poem about the dead. This is a twelve line poem with six pairs of rhyming couplets. Line five is the most emotional line. â€Å"O could I lose all father now! † (Ferguson et al. p. 323). Jonson tries to see death as an escape from the world. There is a calmer tone later in the poem as the poet is speaking in a more positive mood, seeing his son as his finest creation. The poem is written from the 17th century England and childhood illnesses were often fatal. Hospitals, vaccinations against diseases, antibiotics and treatments were unknown during that time. Many children did not live very long. When they died, parents reacted to their death in a different manner than people in current society react to the death of a child. The poem is delivered in rhyming lines called couplets and it is addressed to the dead son.Metaphor is present when Jonson refers to his son as being lent to him. For seven years. â€Å"Seven years thou wert lent to me, and I thee pay exacted by thy fate, on the just day† (Ferguson et al. , p. 323). Jonson believes that all life is a gift from God, and now God is taking back his child at a young and tender age of seven. As Jonson grieves over his son, he also shows the reader how death is something to be envied. Perhaps death is something to look forward to. This feeling is explained in lines s even and eight when Jonson states â€Å"To have so soon scoped world’s and flesh’s rage, and, if no other miser, yet age† (Ferguson et al. p. 323). An escape from the turmoil that one encounters throughout life is escaped by death. Jonson also vows to not become too attached or to love someone too much in the future so he will not feel so much pain again. Jonson also wrote â€Å"On My First Daughter† which is an elegy about his first daughter who died at the age of six months old. In this poem, Jonson believes nothing lasts forever and death is inevitable. Written in the 17th century, childhood death was not uncommon. Jonson delivers sadness as well as a feeling of comfort and belief that the poet’s baby girl is in Heaven.A hidden message in this poem is that death is not the final destination. The religious thoughts throughout the poem offer peace and comfort about death and the afterlife. â€Å"Yet all Heaven’s gifts being Heaven’s due† (Ferguson et al. , p. 323) insinuates that nothing lasts forever and death is inevitable. Jonson sees his daughter’s death as if she belongs to God and now God has taken her back. This twelve line poem contains six pairs of rhyming couplets. Lines three and four demonstrate a rationalization of the death as well as the ability for Jonson to overcome his emotions more than a woman could. Yet all heaven’s gifts being Heaven’s due, it makes the father less to rue† (Ferguson et al. , p. 323). He also finds comfort in knowing he lost his daughter to death with her innocence intact. Because she died with her innocence, there is a special honor of believing she in honored in Heaven and Jonson finds comfort in the sad event of his daughter’s death. Jonson uses rationalism in his poems as he reasons with the death of his children. â€Å"On My First Daughter† has a different attitude and delivery from the attitude and delivery regarding his son’s death in â€Å"On My First Son†.He appears to accept his daughter’s death with less grief than his acceptance of his son’s death. The length of time he had with his daughter and his son could also determine the tone he took in each poem. He could have bonded with his 7-year-old son as where he did not bond with the 6-month-old daughter. He does however find comfort in believing both children are in Heaven and free from pain. He believes Heaven is a better place than living on Earth. Anne Bradstreet, born in 1612 and died in 1672, is the 17th century Puritan author of â€Å"Here Follows Some Verses Upon the Burning of Our House July 10th, 1616†.Her subjects within her poems were home, life, relationships, living, sorrow, and grief. Her faith and values are apparent throughout the poem. The rhyming of every two lines allows the reader to process the words before going to the next two lines. The nine six-line stanzas are written in plain style. The Puritan in Bradstreet preferred a plain style of writing that rarely included figurative language. She stressed simplicity, clarity of expression, the use of everyday words, and the implied metaphor even though most of her images and words are literal throughout her poem.The context of Bradstreet’s poem is the 17th century Puritan colonies in North America. The theme of the poem is that materials possessions are worthless and the only thing that is worthy is going to Heaven in the afterlife. The reader takes a journey through the descriptions of Bradstreet’s possessions before her true feelings are revealed regarding loss, material possessions, and a person’s salvation in Heaven. There are obvious sentence inversions to accommodate the demands of rhyme. This is present in the first line of the poem â€Å"In silent night when rest I took for sorrow near I did not look† (Ferguson et al. p. 466). The speaker becomes aware of her house burning down and s he informs her readers about the material objects in a material world. Pain and loss are explored while memories and fantasies about her home are revealed. â€Å"No pleasant tale shall e’er be told, nor things recounted done of old† (Ferguson et al. , p. 467). The statement reveals a woman mourning the material loss while also mourning the lost years of an imagined future in her house. The turning point in the poem occurs when the speaker is finished grieving over the ruins of her home.She begins to realize that she should focus on her home in Heaven and the beautiful afterlife she will have rather than her home on Earth. The last two lines of the poem express to the reader how the speaker truly feels. â€Å"My world no longer let me love, my hope and treasure lies above† (Ferguson et al. , p. 467). Bradstreet, like Jonson, finds comfort in believing in the afterlife and having faith that Heaven is where good and Holy people will spend eternity. Heaven, in both author’s beliefs, is a better place than living on Earth.The gift of Heaven through good works was a common belief during the 17th century. Jonson and Bradstreet both suffered a great loss. Jonson lost two children to death while Bradstreet lost her home and all of her possessions to a fire. They both grieved over their loss but in a different way. The end of each poem confirms the author’s religious beliefs that Heaven and the afterlife are better than life here on Earth. References Ferguson, M. , Salter, M. J. , & Stallworthy, J. (Eds. ). (2005). The Norton anthology of poetry (5th ed. ). New York, NY: W. W. Norton & Company.