Theories: Ways to motivate employees

Theories: Ways to motivate employees Ways of motivating employees Motivation of employees is one of the most important processes that managers should develop. An organization is highly dependent on people; therefore, their motivation for higher productivity is crucial for the whole company. Thus, the success of any organization depends on the ability of managers to provide a motivating environment for its employees. Motivated employees are more productive, happier, and stay with the organization longer. One of the primary tasks a manager faces is to find out how to motivate their employees. Different ways of motivating employees are described by academics and business people. The motivation of employees also depends a lot in the culture where the employees reside. Some of the organizations reward their employees according to performance while some others provide only static income and measure the performance according to that. The purpose of this assessment is to describe the common theories of employee motivation and also practical ways of motivat ing employees in an organization regardless of the culture. One of the basic theories of employee motivation is the scientific management whose basis is considering employees as an input to the production of goods and services. The approach stresses on scientific selection, training and development of workers instead of allowing them to choose their own tasks and training methods and its objective is to carry out work in accordance with scientifically devised procedures. One of the pioneers and inventor of scientific approach to management was Frederick Taylor. Frederic Taylor, (1856-1915) was the first to analyze human behavior scientifically with his machine model by making individuals into the equivalent of machine parts. He broke down the tasks to its smallest unit to figure out the best approach. After careful analysis of the job, workers were trained to do only those motions essential to the task. Taylor attempted to make a science for each element of work and restrict behavioral alternatives facing worker and looked at interaction of h uman characteristics, social environment, task, and physical environment, capacity, speed, durability and cost. The overall goal was to remove human variability (Terpstra, 2005). Taylors machine model was a success and did increase production and profitability because rational rules replaced trial and error and management became more formalized which eventually led to increased efficiency. But Taylors treatment of human beings like machines faced resistance from managers and workers who considered this way of working as dehumanization of work. This method also faced stiff group resistance because no one likes to be so close monitored for each little part of the work he/she does. Despite its criticisms, Taylors methods had a great impact on work because he invented a new, efficient and more productive way to work that changed the complete nature of the industry. Before scientific management, departments such as work study, personnel, maintenance and quality control did not exist (Buf ord, 2000). The core elements of scientific management remain popular and have only been modified and updated to suit the current times we live. The second most common and widely know theory of employee motivation is the behavioral approach. Unlike scientific approach behavior approach places emphasis on what motivates people and seeks to identify and account for the specific influences that motivate people. Maslow (1943) put forward the hierarchy of needs theory which saw human needs in the form of a hierarchy, ascending from lowest to the highest. He argued that lower level needs had to be satisfied before the next higher level need and once one set of needs is satisfied, this kind of need ceases to be a motivator. According to Maslow (1943), the five needs are: Physiological needs Safety or Security needs Social Needs Esteem Self actualization Looking at Maslows hierarchy of needs triangle, as each needs are substantially satisfied, the next need becomes dominant. (eg. esteem needs become dominant after social needs are satisfied).Also, when a need gets substantially satisfied, it stops to be motivating. The core of Maslows theory is to focus on finding out the level of hierarchy the person is in and focusing on satisfying his/her needs and the needs above it. Maslows theory of needs has been wider recognized and is being practiced by managers across the globe. The theorys ease of understanding and intuitive logic makes it easy to implement, but there is no empirical evidence to validate the theory and there is no metric to measure the success of the theory after being implemented. In addition to the theories of employee motivation, there are a number of practical ways for managers to motivate their employees. One of the main ways to motivate your employees is make their tasks and activities as fun. Frederick Herzbergs (1959) famous quote says If you want people to do a good job, give them a good job to do. Some workers really want to enjoy the work they do. Many who enjoy the activities they participate in at work look forward to the day each morning. The opposite also can be true when workers dont enjoy the tasks they perform at work, but they may like their social activities after work (football, shows, movies, going out with friends, community events). These are the individuals that get excited at the end of the day knowing that the fun can now begin. Leaders should take notice of these signs. If your workers are more excited at the end of the day (to leave) than they are at the beginning of the day (to arrive), then there is probably a lack of motivation taking place in the area of intrinsic process or fun. Managers should look for tasks which are each of employees favorites, find ways to assign more of the tasks they enjoy and fewer of the ones they dont like to do and also create a good climate in the whole organization. Finally, it is important in this regard to plan social events for your employees, organize a company ball (softball, baseball, basketball, volleyball, football) game, sponsor a company barbecue, take your employees out to dinner or invite them to your house for dinner, and Have company-wide events that are intended to let everyone have fun. Secondly, a motivation factors which is valued a lot especially in the Western culture, is the rewards according to performance. The basic idea is that performance is the responsible factor that leads to intrinsic as well as extrinsic rewards and these rewards, along with the equity of individual leads to satisfaction. Hence, satisfaction of the individual depends upon the fairness of the reward (Bowen 1991). Many workers need to know their work will be rewarded to be motivated to perform. Per hour pay is what keeps people coming to work, but this isnt what will motivate them to excel in their work. People motivated by rewards will look beyond whether they are getting something tangible for their work. They will also consider what others are getting for their work and often will compare their output with others. For example, if a worker notices that he or she consistently outperforms coworkers, but knows that those coworkers earn a higher salary, this will not sit well with a person motivated by rewards. In fact, it will make a worker want to work less hard if colleagues earn more without being more productive. The opposite also works against motivating an instrumentally motivated worker. If a worker earns more than a colleague, but is less productive than the other worker, this wont cause this person to work harder. It will not cause this person to change their effort level at all. The reason for this is that if a worker motivated by rewards doesnt think that his or her pay really depends on how well they perform, then they wont be motivated to work harder. Extra effort and hard work will come from these individuals only when it is clearly rewarded and when it will affect their rewards. In addition to rewards and fun, many employees need the respect and upgrade of their reputation. People motivated by reputation have a strong need to enhance their image or esteem with others. There are a lot of people out there who want others to think highly of them. Many people are just plain hungry, starving in fact, for some attention and accolades. Individuals striving for popularity or fame characterize the self-concept external motivation. Many workers will not work hard unless they believe their efforts will be noticed and recognized. Workers often say that their managers dont care for their contribution. Other workers will work hard for a short while until they realize that their boss doesnt verbalize any appreciation for their efforts. When this happens, motivation disappears. People motivated by this source will go to great lengths to save face in the public eye. These are the individuals who take great pride in their appearance, in the clothes they wear, the cars they d rive, the neighborhood they live, and other outward things. These people are seeking approval from others. Thus, managers, in order to motivate employees through reputation, should give workers lots of feedback about the way they are performing, give praise in front of other people, criticize these individuals only in private and never in front of others and give unsolicited compliments and positive reinforcement to workers for jobs with which you are satisfied The last among most common ways of motivating employees, is the purpose. Individuals who are motivated by purpose look beyond themselves. They really arent concerned with their own self-interests or with who may notice what theyve done or whether they are being pushed and challenged. What matters to a person motivated by a strong sense of purpose is that they must believe in what the organization is doing. If they agree with what the company stands for and what the company is trying to do, then they will join in and give their fullest efforts to achieve the organization goals. However, if these individuals dont feel called by the vision or purpose, they will seem rather lethargic or uninterested in whats going on. Instead their best efforts will be reserved for other causes in their lives more deserving of their heart and soul effort. These are the individuals who commonly will work very hard on community-based problems or charity. Goals are important for purpose-driven persons; ther efore, an organizations that has clear mission and vision and also clear goals in implementing their strategies, would help those people and motivate them for further work. To conclude, employee motivation is very important for an organization and for its productivity. There are a number of theories on the employee motivation. The scientific method claims that motivation is the scientific management whose basis is considering employees as an input to the production of goods and services. Unlike scientific approach behavior approach places emphasis on what motivates people and seeks to identify and account for the specific influences that motivate people. In addition to the theories, among the practical methods of employee motivation is that employees should always like what they do in order to achieve optimal productivity. In addition, employees should be rewarded according to their performance, their reputation should be respected and also they should be given a purpose in line with their interests. Following this ways of employee motivation, managers will manage to motivate them and increase their productivity, fruitfulness and create a good climate in their organizations. Works cited: Bowen, B. E., Radhakrishna, R. B. (1991). Job satisfaction of agricultural education faculty: A constant phenomena. Journal of Agricultural Education, 32 (2). 16-22. Buford, J. A., Jr. (2000). Extension management in the information age. Journal of Extension, 28 (1). Herzberg, F., Mausner, B., Snyderman, B. B. (1959). The motivation to work. New York: John Wiley Sons.. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, July 1943. 370-396. Terpstra, D. E. (2005). Theories of motivation: borrowing the best. Personnel Journal, 58. 376.

Love Song of J. Alfred Prufrock Essay: Time -- Love Song J. Alfred Pr

Time and The Love Song of J. Alfred Prufrock  Ã‚      Pericles once said "Be ruled by time, the wisest counselor of all." This ruler of the past might not have had the technology of today, but he did not need it to recognize time’s domineering nature over all mankind. No matter what advances man makes, he will never be able to slow down time nor stop it completely; nor it appears will he be able to leap into the past or the future. Time is one thing that man cannot manipulate, instead it manipulates man. No poem better illustrates this point than T.S. Eliot’s "The Love Song of J. Alfred Prufrock." Prufrock is trapped by the conundrum of time in that no matter what he does, he always regresses to his starting point. His life has been reduced to a diurnal cycle of monotonous chores that seem dictated by time. Prufrock’s " decisions and revisions" are tedious and monotonous; in a sense, he has no free will. His lack of self-control can be clearly seen in his circular voyage throughout the poem: he begins his journey by conforming to time, makes a meager attempt to disrupt the invariability of everyday life, and finds himself again hopelessly bound by time to his habitual tendencies. In this poem, time takes on a distinct meaning. Rather than simply being an external object that lacks control over man, Eliot raises the meaning of this foreign object to a new level. The time provided to the speaker can be equated with his actions. Everyday he is provided a certain amount of time, and day after day he is prepared to "spit out the butt-ends of [his] ways"(Eliot 2461) at the end of the his bland day. The frustration Prufrock builds up is caused by the tiresome repetition of his actions. Furthermore, he feels as though he can not esc... ...gle daily: we can not control time. No matter how much technology mankind obtains, it is unlikely that we will ever arrive at a point in history where time does not limit us in some way. The importance of this fact lies in its acceptance by man. Once we are able to comprehend our domination by time, we will be able to live in harmony with it, using all of this precious quantity which we are granted.    Works Cited Eliot, T.S.. "The Love Song of J. Alfred Prufrock." The Norton Anthology of English Literature. Ed. M.H. Abrams. New York: Norton, 1996. 2459-2463. Pinion, F. B. A T.S. Eliot Companion. Totowa: Barnes & Noble Books, 1986. Sharma, Jitendra Kumar. Time & T.S. Eliot: His Poetry, Plays, and Philosophy. New York: Apt Books, INC. 1985. Spurr, David. Conflicts in Consciousness: T.S. Eliot’s Poetry & Criticism. Urbana: U of Illinois P. 1984. Love Song of J. Alfred Prufrock Essay: Time -- Love Song J. Alfred Pr Time and The Love Song of J. Alfred Prufrock  Ã‚      Pericles once said "Be ruled by time, the wisest counselor of all." This ruler of the past might not have had the technology of today, but he did not need it to recognize time’s domineering nature over all mankind. No matter what advances man makes, he will never be able to slow down time nor stop it completely; nor it appears will he be able to leap into the past or the future. Time is one thing that man cannot manipulate, instead it manipulates man. No poem better illustrates this point than T.S. Eliot’s "The Love Song of J. Alfred Prufrock." Prufrock is trapped by the conundrum of time in that no matter what he does, he always regresses to his starting point. His life has been reduced to a diurnal cycle of monotonous chores that seem dictated by time. Prufrock’s " decisions and revisions" are tedious and monotonous; in a sense, he has no free will. His lack of self-control can be clearly seen in his circular voyage throughout the poem: he begins his journey by conforming to time, makes a meager attempt to disrupt the invariability of everyday life, and finds himself again hopelessly bound by time to his habitual tendencies. In this poem, time takes on a distinct meaning. Rather than simply being an external object that lacks control over man, Eliot raises the meaning of this foreign object to a new level. The time provided to the speaker can be equated with his actions. Everyday he is provided a certain amount of time, and day after day he is prepared to "spit out the butt-ends of [his] ways"(Eliot 2461) at the end of the his bland day. The frustration Prufrock builds up is caused by the tiresome repetition of his actions. Furthermore, he feels as though he can not esc... ...gle daily: we can not control time. No matter how much technology mankind obtains, it is unlikely that we will ever arrive at a point in history where time does not limit us in some way. The importance of this fact lies in its acceptance by man. Once we are able to comprehend our domination by time, we will be able to live in harmony with it, using all of this precious quantity which we are granted.    Works Cited Eliot, T.S.. "The Love Song of J. Alfred Prufrock." The Norton Anthology of English Literature. Ed. M.H. Abrams. New York: Norton, 1996. 2459-2463. Pinion, F. B. A T.S. Eliot Companion. Totowa: Barnes & Noble Books, 1986. Sharma, Jitendra Kumar. Time & T.S. Eliot: His Poetry, Plays, and Philosophy. New York: Apt Books, INC. 1985. Spurr, David. Conflicts in Consciousness: T.S. Eliot’s Poetry & Criticism. Urbana: U of Illinois P. 1984.

Benjamin Franklin Essay example -- essays research papers fc

Benjamin Franklin-Scientist and Inventor Benjamin Franklin has influenced American technology, and indirectly, lifestyles by using his proficiencies and intelligence to conduct numerous experiments, arrive at theories, and produce several inventions. Franklin's scientific and analytical mind enabled him to generate many long lasting achievements which contributed to the development and refinement of modern technology. Few national heroes, including George Washington and Thomas Jefferson, played a more significant role in shaping the American way of life than Franklin. According to Fowler, "He personified the ideal of the self-made man, and his rise from obscurity to eminence exemplified the American dream" (32). Looby adds, "The study of Franklin's image for the past two centuries shows that his legacy had a distinctive place in American culture" (85). It has been felt by many people over the years that there was no United States inventor as great as Franklin until the time of Thomas A. Edison (Blow 24). Franklin's words to a friend in Pennsylvania, Joseph Huey, best explain his attitude not only toward what he considered his civic duties, but also his investigations as a scientist or philosopher. He made some of the most famous and certainly the most practical discoveries of his time. "For my own part, when I am employed in serving others, I do not look upon myself as conferring favours, but as paying debts. In my travels, and since my settlement, I have received much kindness from men, to whom I shall never have any opportunity of making the least direct return . . . I can therefore only return on their fellow men; and I can only show my gratitude for these mercies from God, by a readiness to help his other children and my Brethren" (Dineen 6). Wright quotes Franklin as saying, "As we enjoy great advantages from the inventions of others," and, "we should be glad of an opportunity to serve others by any invention of ours" (19). Franklin summarizes his attitude toward his inventions by asking the question, "What signifies Philosophy that does not apply to some use?" (Fleming 21). Another time Franklin is quoted as saying, "Utility is in my opinion the test of value in matters of invention, and that a discovery which can be applie... ...ngame, Roger. Benjamin Franklin: Envoy Extraordinary. New York: Coward-McCann, Inc., 1967. Clark, Ronald W. A Biography: Benjamin Franklin. New York: Random House, 1983. Cohen, I. Bernard. Benjamin Franklin: Scientist and Statesman. New York: Charles Scribner's Sons, 1975. Dineen, Michael P. The Most Amazing American: Benjamin Franklin. Waukesha, Wisconsin: Country Beautiful, 1973. Donovan, Frank R. The Many Worlds of Benjamin Franklin. New York: American Heritage Publishing Co., 1963. Fleming, Thomas. The Man Who Dared The Lightning: A New Look At Benjamin Franklin. New York: William Morrow and Company, Inc., 1971. Fowler, Mary J. Great Americans. Grand Rapids, Michigan: The Fideler Company, 1960 Looby, Christopher. Benjamin Franklin. New York: Chelsea House Publishers, 1990. Meltzer, Milton. Benjamin Franklin: The New American. New York: Franklin Watts, 1988. Potter, Robert R. Benjamin Franklin. New Jersey: Silver Burdett Publishers, 1991. Seeger, Raymond J. Benjamin Franklin: New World Physicist. New York: Pergamon Press, 1973. Wright, Esmond. Franklin of Philadelphia. Cambridge Massachusetts: Harvard University Press, 1986. Benjamin Franklin Essay example -- essays research papers fc Benjamin Franklin-Scientist and Inventor Benjamin Franklin has influenced American technology, and indirectly, lifestyles by using his proficiencies and intelligence to conduct numerous experiments, arrive at theories, and produce several inventions. Franklin's scientific and analytical mind enabled him to generate many long lasting achievements which contributed to the development and refinement of modern technology. Few national heroes, including George Washington and Thomas Jefferson, played a more significant role in shaping the American way of life than Franklin. According to Fowler, "He personified the ideal of the self-made man, and his rise from obscurity to eminence exemplified the American dream" (32). Looby adds, "The study of Franklin's image for the past two centuries shows that his legacy had a distinctive place in American culture" (85). It has been felt by many people over the years that there was no United States inventor as great as Franklin until the time of Thomas A. Edison (Blow 24). Franklin's words to a friend in Pennsylvania, Joseph Huey, best explain his attitude not only toward what he considered his civic duties, but also his investigations as a scientist or philosopher. He made some of the most famous and certainly the most practical discoveries of his time. "For my own part, when I am employed in serving others, I do not look upon myself as conferring favours, but as paying debts. In my travels, and since my settlement, I have received much kindness from men, to whom I shall never have any opportunity of making the least direct return . . . I can therefore only return on their fellow men; and I can only show my gratitude for these mercies from God, by a readiness to help his other children and my Brethren" (Dineen 6). Wright quotes Franklin as saying, "As we enjoy great advantages from the inventions of others," and, "we should be glad of an opportunity to serve others by any invention of ours" (19). Franklin summarizes his attitude toward his inventions by asking the question, "What signifies Philosophy that does not apply to some use?" (Fleming 21). Another time Franklin is quoted as saying, "Utility is in my opinion the test of value in matters of invention, and that a discovery which can be applie... ...ngame, Roger. Benjamin Franklin: Envoy Extraordinary. New York: Coward-McCann, Inc., 1967. Clark, Ronald W. A Biography: Benjamin Franklin. New York: Random House, 1983. Cohen, I. Bernard. Benjamin Franklin: Scientist and Statesman. New York: Charles Scribner's Sons, 1975. Dineen, Michael P. The Most Amazing American: Benjamin Franklin. Waukesha, Wisconsin: Country Beautiful, 1973. Donovan, Frank R. The Many Worlds of Benjamin Franklin. New York: American Heritage Publishing Co., 1963. Fleming, Thomas. The Man Who Dared The Lightning: A New Look At Benjamin Franklin. New York: William Morrow and Company, Inc., 1971. Fowler, Mary J. Great Americans. Grand Rapids, Michigan: The Fideler Company, 1960 Looby, Christopher. Benjamin Franklin. New York: Chelsea House Publishers, 1990. Meltzer, Milton. Benjamin Franklin: The New American. New York: Franklin Watts, 1988. Potter, Robert R. Benjamin Franklin. New Jersey: Silver Burdett Publishers, 1991. Seeger, Raymond J. Benjamin Franklin: New World Physicist. New York: Pergamon Press, 1973. Wright, Esmond. Franklin of Philadelphia. Cambridge Massachusetts: Harvard University Press, 1986.

Isolationism, Intervention, and Imperialism: Assignment Essay

Monroe Doctrine: statement issued by President James Monroe stating that the Western Hemisphere was off limits to further European intervention Intervention: involvement by a foreign power in the affairs of another nation, typically to achieve the stronger power’s aims Sphere of Influence: an area or region over which a country has significant cultural, economic, military, or political influence Isolationism: policy of refraining from involvement in global affairs Expansionism: policy of growing a nation’s physical territory or political influence Imperialism: policy of creating colonies in weaker nations in order to generate raw materials and have access to new markets Turner’s Thesis. – An idea advanced by historian Frederick Jackson Turner that argued that Americans should seek a new frontier, one in foreign lands; because this would help Americans maintain their inventive and energetic spirits Big Stick Policy: foreign policy under Theodore Roosevelt that used U.S. power to police foreign nations, particularly those in Latin America Roosevelt Corollary: policy put forth by Roosevelt stating the United States would intervene in Latin America on behalf of foreign powers if Latin American nations did not meet their agreements Dollar diplomacy: foreign policy under William Howard Taft that used U.S. economic power to try to shape international affairs Natural resources: materials such as oil, natural gas, lumber, gold, copper, waterways, and fertile soil that are native to a given place and can be used for economic benefits Markets: places where manufactured goods can be bought and sold Notes: Alaska Secretary of State William H. Seward signed the treaty to purchase Alaska from Russia for $7.2 million in 1867. Many Americans thought buying Alaska was a mistake. Alaska was barren and covered with ice. They called it names such as â€Å"Seward’s Folly† and the â€Å"Polar Garden.† The Russians agreed. They had decided to sell Alaska because they did not think it was profitable. But the purchase grew the nation by about 600,000 square miles—about twice the size of Texas—for only about two cents an acre. Despite low expectations, Alaska was rich with natural resources such as lumber, gold, copper, and other metals. Oil and natural gas were discovered in Alaska, which continues to fuel battles between conservationists and energy and mining interests. The discovery of gold in Alaska in the 1890s led to a gold rush. It also encouraged the development of Seattle as a major port. Pacific Islands – Midway, Samoa, Guam After the Civil War, U.S. expansionism into the Pacific began. Merchant ships sought places to refuel. Missionaries wished to spread Christianity around the globe. The United States began expanding in the Pacific with the occupation of the Midway Islands, located about 3,000 miles west of California. Just as merchants needed ports to refuel their trading ships, the U.S. Navy needed safe harbors abroad. The United States began working to gain control of strategic ports in the Pacific in order to meet this need. Small islands that had been mostly ignored by imperial powers thus became more valuable. Before long, the United States had established rights in Pacific island nations including the Marshall Islands and Guam. U.S. traders and missionaries stopped in Samoa en route to Australia. Rivalries among the United States, Britain, and Germany became heated in 1878 after Samoa gave the United States permission to build a military base in Pago Pago. To settle this dispute—but witho ut consulting the Samoans—the United States and Germany divided up the islands. Britain agreed to withdraw in return for the rights to other Pacific islands. In 1899, this division was complete. The United States annexed its portion of Samoa. Hawaii Missionaries and whalers were the first Americans to stop on the Hawaiian Islands. Some eventually settled there. American settlers also began growing sugar and selling it to the United States. Sugar became Hawaii’s most important export. Former Americans came to dominate both Hawaii’s economy and its government. In 1875, the United States and Hawaii agreed to give the United States favored-nation status. This allowed Hawaiian sugar to be imported to the United States without tariffs. In 1887, the United States pressured the Hawaiian government to allow the United States to establish a naval base at Pearl Harbor in exchange for renewing this agreement. This agreement ended when Congress passed the McKinley Tariff of 1890. Under pressure from U.S. sugar growers, Congress revoked Hawaii’s special privilege and forced Hawaiian sugar growers to compete with U.S. and Cuban  sugar producers. As a result, Hawaii faced a severe economic depression. To get around this tariff, planters in Hawaii plotted to make Hawaii a territory of the United States. Political turmoil followed as American Hawaiians clashed with the native government under Queen Liliuokalani. Over the next decade, sugar growers and other U.S. interests pushed to have the Hawaiian Islands annexed by the United States. Hawaii became a U.S. territory in 1900. Japan Americans wanted to begin trading with Japan to grow their profitable Pacific trade. Japan also offered a place for fisherman in the commercial whaling industry to refuel. But for two centuries, Japan had isolated itself from the rest of the world. It limited outside influence by restricting trade with all but a few Dutch and Chinese traders. Japan also prohibited foreigners from entering the country. This changed on March 31, 1854, when U.S. Commodore Matthew Perry landed in Japan. Aware that it would be unable to defend itself and perhaps fearing war, Japan agreed to a treaty of friendship. China In the mid-1800s, China opened its ports to trade with the United States and Europe. However, China’s leaders were unable to keep foreign powers from taking over its territory. In 1895, Japan attacked China, taking over a large Chinese peninsula. China was severely weakened, and the European powers took advantage. In the late 1890s, European powers carved out spheres of influence in China. These gave European nations favorable-trade status. Many U.S. business and government leaders worried that they were not given equal access, so the United States proposed an Open Door Policy with China. This policy allowed all nations to trade freely in China. But European governments realized that the policy would greatly benefit the United States and take away the power that European nations had accumulated. Thus, they were reluctant to accept this policy. In 1899, a group of Chinese martial artists led the Boxer Rebellion. This violent uprising against foreign influence in China was put d own two months later. By then, however, more than 200 foreigners had been killed. Not wanting another bloody rebellion, European powers then accepted the Open Door Policy. The policy respected China’s borders and vowed to maintain its independence. Venezuela Venezuela and Great Britain had long disputed the boundary separating Venezuela and British Guiana. After a 509-ounce gold nugget was found in the disputed territory, tensions rose. Both countries claimed the gold was discovered in their territory. Eager to enforce the Monroe Doctrine and to keep Britain from gaining more land in the Western Hemisphere, President Grover Cleveland attempted to intervene. Eventually a neutral arbitrator settled the dispute. But the message to the world that the United States would enforce the Monroe Doctrine was clear. Virgin Islands When the Europeans began colonizing the Americas, many countries targeted the Virgin Islands in the Caribbean Sea. The Dutch claimed the islands, divided them into plantations, and began to grow sugarcane there. The Virgin Islands were an important stop on the Triangular Trade routes that passed from Europe to Africa and the Americas. After slavery was abolished on the islands and the sugarcane plantations began to fail, the United States set its sights on the territory in the late 1800s. By 1917, the United States had bought the Islands from the Dutch. At the beginning of U.S. occupation of the islands, the U.S. Navy controlled the territory. Alaska purchased from Russia acquire land and resources Samoa agreed to split rights with Germany acquire ports in the Pacific China instituted Open Door Policy gain trading rights in China Cuba refused to support revolution maintain isolationist ideals Dominican Republic sent financial adviser Roosevelt Corollary to the Monroe Doctrine Hawaii refused to, but eventually did annex maintain isolationist ideals; gain valuable resources Japan opened trading gain trading partner Venezuela and British Guiana tried to intervene in dispute gained Monroe Doctrine Virgin Islands purchased from Denmark acquire land, military ports, and resources

Plot Analysis: Harry Potter and the Philosopher’s Stone Essay

Before the start of the novel, Voldemort, considered the most evil and powerful dark wizard in history, kills Harry’s parents but mysteriously vanishes after trying to kill the infant Harry. While the wizarding world celebrates Voldemort’s downfall, Professor Dumbledore, Professor McGonagall and Rubeus Hagrid place the one year-old orphan in the care of his neglectful and abusive Muggle (non-wizard) uncle and aunt: Vernon and Petunia Dursley, who have a son, Dudley, a spoiled and selfish boy. For ten years, Harry is tormented by the Dursleys. Shortly before his eleventh birthday, a series of letters addressed to Harry arrive, but Vernon destroys them before Harry can read them, leading only to an influx of more letters. To get away from the letters, Vernon takes the family to a small island. As they are settling in, Hagrid bursts through the door to tell Harry what the Dursleys have kept from him: Harry is a wizard and has been accepted at Hogwarts. Hagrid takes Harry to Diagon Alley, a magically concealed shopping precinct in London, where Harry is bewildered to discover how famous he is among wizards as â€Å"the boy who lived.† He also finds that he is quite wealthy, since a bequest from his parents has remained on deposit at Gringotts Wizarding Bank. Guided by Hagrid, he buys the equipment he needs for Hogwarts. At the wand shop, he finds that the wand that suits him best is the twin of Voldemort’s; both wands contain feathers from the same phoenix.[1] A month later, Harry leaves the Dursleys’ home to catch the Hogwarts Express from King’s Cross railway station. There he meets the Weasley family, who show him how to pass through the magical wall to Platform 9 ¾, where the train is waiting. While on the train, Harry makes friends with Ron Weasley, who tells him that someone tried to rob a vault at Gringotts. During the ride, they meet Hermione Granger. Another new pupil, Draco Malfoy, accompanied by his sidekicks Vincent Crabbe and Gregory Goyle, offers to advise Harry, but Harry dislikes Draco’s arrogance and prejudice. Before the term’s first dinner in the school’s Great Hall, the new pupils are allocated to houses by the Sorting Hat. Before it is Harry’s turn, he catches Professor Snape’s eye and feels a pain in the scar Voldemort left on his forehead. While Harry is being sorted, the Hat wonders whether he should be in Slytherin, but when Harry objects, the Hat sends him to Gryffindor. After a terrible first Potions lesson with Snape, Harry and Ron visit Hagrid, who lives in a cabin on the edge of the Forbidden Forest. There they learn that the attempted robbery at Gringotts happened the day Harry withdrew money. Harry remembers that Hagrid had removed a small package from the vault that had been broken into. During the new pupils’ first broom-flying lesson, Neville Longbottom breaks hi s wrist, and Draco takes advantage to throw the forgetful Neville’s fragile Remembrall high in the air. Harry gives chase on his broomstick, catching the Remembrall inches from the ground. Professor McGonagall dashes out and appoints him as the new Seeker for the Gryffindor Quidditch team.[a] When Draco tricks Ron and Harry, who are accompanied by Neville and Hermione Granger, into a midnight excursion, they accidentally enter a forbidden corridor and find a huge three-headed dog. The group hastily retreats, and Hermione notices that the dog is standing over a trap-door. Harry concludes that the monster is guarding the package Hagrid retrieved from Gringotts. After Ron criticises Hermione’s ostentatious proficiency in Charms, she hides in the girls’ toilet, crying. At the Halloween Night dinner, Professor Quirrell reports that a troll has entered the dungeons. While everyone returns to their dormitories, Harry and Ron rush to warn Hermione. The troll corners Hermione in the toilet but Harry and Ron clumsily save her. Afterwards, Hermione takes the blame for the battle and becomes a firm friend of the two boys. The evening before Harry’s first Quidditch match, he sees Snape receiving medical attention from Filch for a bite on his leg caused by the three-headed dog. During the game, Harry’s broomstick goes out of control, endangering his life, and Hermione notices that Snape is staring at Harry and muttering. She dashes over to the Professors’ stand, knocking over Professor Quirrell in her haste, and sets fire to Snape’s robe. Harry regains control of his broomstick and catches the Golden Snitch, winning the game for Gryffindor. Hagrid refuses to believe that Snape was responsible for Harry’s danger, but lets slip that he bought the three-headed dog and that the monster is guarding a secret that belongs to Professor Dumbledore and someone called Nicolas Flamel. Harry and the Weasleys stay at Hogwarts for Christmas, and one of Harry’s presents, from an anonymous donor, is an Invisibility Cloak owned by his father. Harry uses the Cloak to search the library’s Restricted Section for information about the mysterious Flamel, and he happens to find a room containing the Mirror of Erised, which shows him his parents and several of their ancestors. Harry becomes addicted to the Mirror’s visions until he is rescued by Professor Dumbledore, who explains that it only shows the viewer what he most desperately longs for. When the rest of the pupils return for the next term, Draco plays a prank on Neville, and Harry consoles Neville with a sweet. The collectible card wrapped with the sweet identifies Flamel as an alchemist. Hermione soon finds that he is a 665-year-old man who possesses the only known Philosopher’s Stone, from which an elixir of life can be extracted. A few days later, Harry notices Snape sneaking towards the outskirts of the Forbidden Forest. There he half-hears a furtive conversation about the Philosopher’s Stone between Snape and Quirrell. Harry concludes that Snape is trying to steal the Stone and Quirrell has helped prepare a series of defences for it, which was an almost fatal mistake. The three friends discover that Hagrid is raising a baby dragon, which is against wizard law, and arrange to smuggle it out of the country around midnight. Draco, hoping to get them into trouble, tells Professor McGonagall. Although the dragon is safely away, they are caught outside of their dormitory. Harry, Hermione, Draco, and Neville (who, trying to stop Harry and Hermione after hearing what Draco had been saying, was caught by McGonagall as well) are punished by helping Hagrid to rescue a badly injured unicorn in the Forbidden Forest. They split into two parties, and Harry and Draco find the unicorn dead, surrounded by its blood. A hooded figure crawls to the corpse and drinks the blood, then moves towards Harry, who is knocked out by an agonising pain in his scar. When Harry regains consciousness, the hooded figure is gone and a centaur, Firenze, offers to give him a ride back to the school. The centaur tells Harry that drinking a unicorn’s blood will save the life of a mortally injured person, but at the price of having a cursed life from that moment on. Firenze suggests Voldemort drank the unicorn’s blood to gain enough strength to make the elixir of life from the Philosopher’s Stone, and regain full health by drinking that. A few weeks later, Harry learns from Hagrid that the dragon egg was given to him by a hooded stranger who had asked him how to get past the three-headed dog, which Hagrid had admitted was easy – music sends it to sleep. Realising that one of the Philosopher’s Stone’s defences is no longer secure, Harry goes to inform Professor Dumbledore, only to find that the headmaster has just left for a meeting in London. Harry concludes that Snape faked the message that called Dumbledore away and will try to steal the Stone that night. Covered by the Invisibility Cloak, Harry and his two friends go to the three-headed dog’s chamber, where Harry sends the beast to sleep by playing a flute. After lifting the trap-door, they encounter a series of obstacles, each of which requires special skills possessed by one of the three, and one of which requires Ron to sacrifice himself in a game of wizard’s chess. In the final room Harry, now alone, finds Quirrell rather than Snape. Quirrell admits that he let in the troll and that he tried to kill Harry during the first Quidditch match. Snape had been trying to protect Harry all along. Quirrell serves Voldemort and, after failing to steal the Philosopher’s Stone from Gringotts, allowed his master to possess him in order to improve their chances of success. However, the only other object in the room is the Mirror of Erised, and Quirrell can se e no sign of the Stone. At Voldemort’s bidding, Quirrell forces Harry to stand in front of the Mirror. Harry feels the Stone drop into his pocket and tries to stall. Quirrell removes his turban, revealing the face of Voldemort on the back of his head. Voldemort/Quirrell tries to grab the Stone from Harry, but simply touching Harry causes Quirrell’s flesh to burn. After further struggles, Harry passes out. He awakes in the school hospital, where Professor Dumbledore tells him that he survived because his mother sacrificed her life to protect him, and Voldemort could not understand the power of such love. Voldemort left Quirrell to die and is likely to return by some other means. The Stone has now been destroyed. Harry returns to the Dursleys for the summer holiday, but does not tell them that under-age wizards are forbidden to use magic outside Hogwarts.

People Should Not Persuade Others to Join Their Religion Essay

I agree with the statement ‘People should not persuade others to join their religion’ because it’s the persons choice. Everyone has the right to choose what religion they want, or don’t want, based on their own reasons and feelings and no one should try and influence them into choosing one religion that they may not actually believe in but have been persuaded by others that it is the best religion to choose. Traditional Christian Missionaries would most likely disagree with what the statement says. They believe that they should go around spreading the gospel to persuade people to join Christianity because it is a job that God wants them to do. They take passages from the bible like John 14; No one can get to God except through Jesus, and John 3:14; Whoever believes in Jesus will not die but have eternal life, literally and use them to convince others that they have to join the Christian faith because it is the only way they can truly be connected with God. I do not agree with this point of view because if they are following their faith to the letter, then most religions teach that God will always be there for you even if you don’t have a faith so you don’t have to believe in Jesus to connect with God. However the fact that they have based what they believe in on the bible shows at least that they are trying to do what they believe is right and what God has told them and what they are supposed to do. Alternatively, modern missionaries might also agree with the statement because, instead of trying to persuade people to join Christianity, they do good work and evangelise because they believe it’s what God wants them to do. They believe God does not need them to convince others to join Christianity but just to spread his word to everybody because they are all one in Jesus Christ no matter what their faith is and as long as they keep spreading the gospel rather than using it to encourage people to join their faith they are doing what God wants and if people do convert to Christianity because of it then it has been their choice to do so. I think this is a much better view of what a missionary should do because it means they can still spread the word of God to people who might need to know about it so it can help them and they can still do the good work that God wants them to but they are not trying to be bias to any religion and they do not take away anybodies right to choose the way that they feel or believe. Atheists do not believe in any religion or God which is why some people may believe that they need to be persuaded to a become religious because they  think everyone needs to believe in God or a God and everyone needs to have a faith. However I don’t think that atheists would want to have anybody trying to persuade them to join their faith because they do not think any God exists. They may also argue to people who say that everyone has to have a faith that their faith is that they believe that the Wholly Other is not real. They would probably agree with the statement if people have chosen what they want to believe in then people should accept what they have chosen. Overall I agree with what the statement says because it is everyone’s human right to have a choice about everything they believe and other people trying to change that shouldn’t happen.

Homosexuality in School Essay

Of the many emotions a gay man or woman feel, perhaps the most powerful pervasive is fear. The fear of being found out ir real enough, but the worry does not end there. There are the fears of being bullied by your peers, being make fun of and even been killed. For a lesbian and gay teenager, who lack experience and life skills to cope with them, such fears can be overwhelming. Lesbian, gay and bisexual youth face many problems as they realize they are homosexual. And they have to face all this problems at school where many teenagers are judgmental. Many of these teens cant handle the bullying and abused so they turned to homeschooling, running away from home and even suicide. It is unacceptable for young gay men and lesbians to experience levels of prejudice and discrimination that mar their developing years and their school experiences. They, just as much as anyone, should be able to look back warmly on their school days, without rembering bully, name calling, and exclusion. It is common for young people to use words associated with homosexuality as insults or, more generally, as negative adjectives. The prejudice can cause great distress for gay or lesbian pupils, who, gradually becoming aware of their sexuality, come to realize that they are a member of a despised group. This can affect self-stem badly and be a very upsetting time. As they grow older, gay pupils are faced with they very difficult decision of whether to come out and be openly gay at school, or whether to try to hide their sexual identity form their peers. Many homosexual teenager don’t know how to deal with this problems, so they often recurred to drugs in search for some outlet. Many start developing mental problems like depression and anxiety. Because fo the prejudice and the bullying in school that homosexual teens received they don’t get help, they don’t want to tell their teachers as they are afraid they will judge them. By not getting help many of them feel they don’t have another option than ending their life. According to pflagphoenix.org over 30% of all reported teen suicides each year are committed by gay and lesbian youth. Various sexual health issues, specifically HIV, for young gay men are disproportionally affect the lack of information there. They need to receive the information that eill enable them to identify risks, and to take action to protect themselves before they reach an age when they will become sexually active. An education system that falls in this regard is one that puts live at risk. Schools do not always do enough to address these problems, and in some cases, can even add to them. All too often, even if sexual health education does exist, it doesn’t even mention gay people. According to statistics by yotuhprideri.org a website made to inform about the problems that young homosexual faced. According to them 84% of homosexual students report being verbally harassed (name calling, threats, etc.) because of their sexual orientation. And 80% of gay and bisexual youth report severe problems with cognitive, social or emotional isolation. What is needed to help improve their situation? The school system exists to educate and prepare young people for place in adult society. If foes not provide gay pupils with the information they need to have safe sexual relationship, and allows other pupils to leave school with prejudice and a lack of understanding of gay issues, then the school system has failed some education providers have taken s steps to ensure young people receive sexual health education that contains a component for gay pupils. There are also an increasing number of schools that have specific policies for tackling homophobic bullying and discrimination. In such an environment, gay and lesbian teachers are more able to come out to students and staff, acting as vital role models for young people There are still problem for homosexual students in school, but we have to look at the things that are changing. For example media is becoming more aware and open to the problem and represented homosexuality in teenagers as a good thing. In many of the big cities they are being more opened to homosexuality, many school are even bringing more information about sexuality. More school are hiring homosexual teachers to show there more open minded state. These are small steps to achieve more freedom for homosexual teenagers in school and in society, but still remember that they are many who are suffering and we can not stop until this problem is ended.