Maternal Bond in Toni Morrisons Beloved Essay -- Toni Morrison Belove

Maternal Bond in Toni Morrison's Beloved  Ã‚     Ã‚     The maternal bond between mother and kin is valued and important in all cultures.   Mothers and children are linked together and joined: physically, by womb and breast; and emotionally, by a sense of self and possession.   Once that bond is established, a mother will do anything for her child.   In the novel Beloved, the author, Toni Morrison, describes a woman, Sethe, who's bond is so strong she goes to great lengths to keep her children safe and protected from the evil that she knows.   She gave them the gift of life, then, adding to that, the joy of freedom.   Determined to shield them from the hell of slavery, she took drastic measures to keep them from that life.   But, in doing so, the bond that was her strength became her weakness, destroying the only thing she loved.   Slaves, in the United States, were denied everything -- all forms of identifying with the human race.   They were denied their freedom of life: the very right to appreciate and enjoy the beauty of nature in the world, it not being theirs to enjoy.   Additionally, they were denied the very way in which all humans identify themselves -- through the influence of others.   They were disallowed community and harmony among their peoples.   Children were taken from their mothers, and brothers from their sisters.   Dr. Kubitcheck says, ?Another crucial part of identity and culture, language, also has been lost to the slaves? (126).   Individual slaves were often placed on plantations with other slaves from different parts of Africa, speaking completely different languages, and thus having no way of communication between them.   ?Symbolically,? Kubitcheck says, ?slavery . . . obliterated African identity? (126).   Because... ...ing - the part of her that was clean? (251).   Sethe?s ?commitment to her children remains unshakable,? Kubitcheck says (123).   Though her actions were appalling and disgraceful according to the community, it was done with a sense of love and protection, so as not to break the maternal bond.   The bond between a mother and her child is beyond the grasp of words.   Toni Morrison, in Beloved, tries to take hold of it. Creating a character who is so consumed by her children being a measure of her worth, Morrison shows the strength of the maternal bond.   It is that which has the power to love something or someone with all one?s heart.   It is that love which, giving life, is strong enough to kill. Works Cited 1.   Kubitcheck, MD.   Toni Morrison: A Critical Companion.   London: Greenwood Press, 1998. 2.   Morrison, Toni.   Beloved.   New York: Plume, 1987.      

Pedagogical Techniques: Cognitive Disequilibrium an Goldilocks Principle

Cognitive Disequilibrium There will always be different kinds of intellects at classrooms. What are considered the worst students do not like to think through a problem or find out how a mechanism works, while some of the better students may understand the same concepts but do not think further about them once they are done learning what they had to learn. This is when the presence of a teacher asking them questions comes into play. A technique used to make students think further is called the cognitive disequilibrium. Cognitive disequilibrium is in charge of daring students to think of better ways why something works the way it does.The name itself points at imbalanced knowledge towards a certain topic. Let’s take for example a group of students leading an experiment where they are mostly sure of what the outcome will be. Their desire to find results that matches their theory will be biased, and if something in the experiment indicates their theory is not completely true ther e will be a moment of conflicting cognitions; this is what researchers call cognitive disequilibrium. Starting as early as the 1950’s, social psychologist Leon Festinger coined the term â€Å"cognitive dissonance† in his book When Prophecy Fails.At the same time, developmental psychologist Jean Piaget realized his work in cognitive developmental theory, including a close approach to cognitive dissonance. He conceptualized that as a child grows up, he will constantly be finding new information that will challenge the former beliefs he had, thus making an imbalance in cognition and making the child adapt to a new set of ideas (Colombo, 2002). This kind of conflict affects learning the same way it can affect the process of gathering information. Much like in research, theories can change drastically based on how big the changes are when finding new data.According to Chin and Brewer (1993) there are seven different forms of response to inconsistent information, the unpredi cted information that can possibly throw off one’s already learned knowledge: ignoring, rejecting, excluding, abeyance, reinterpreting, peripheral change, and theory change. Because of its ability to change theories and change our perception of beliefs, cognitive disequilibrium is not only a concept, but it also serves as a major pedagogical technique. In the context of educational psychology, cognitive disequilibrium can be used as a tool to defy students and their ideas.We can see instances where in class a teacher asks a student a question related to the material to see if the student is familiar with it, but that does not show understanding of the material. By asking more in-depth questions of why a student thinks he has the right answer or by asking about how he came about finding the answer we are solidifying a pathway that shows us why the answer is such. If there is not an exact pathway that could explain how one came to conclude that the answer is correct, there may be an error in between that could change the answer. In the case of our lecture class, Dr.Zola has made use of this technique in a couple of occasions to motivate students into thinking deeper about their answers to simple questions he makes. I remember at least one occasion where he asks a simple question about a student’s take on a subject, and when the student confidently answered, Dr. Zola asked follow-up questions that made the student rethink his response, and thus think better about his argument. Not only would he give follow-up questions, but introduce new ideas backed up by other researchers of prestige that could really change the way we think.The times he presents new information that unbalances our beliefs are just followed by very small pauses where we reconsider our ideas, until we have to discuss them with other students or we move ahead to new material. Every concept that we rethink due to new information presented should be given a good amount of time to brea k down what we know about the concept and build up a new conclusion in our minds. By giving us more time to think, we can further build up on the ideas on our mind and solidify the new concepts we are learning.Like I said before, we need to plan out a pathway that leads us to our concluding ideas or theories. Due to the fact that most of our work in lecture and discussion is based on partner or group talk; we need to be ready to give out our opinions on different matters with a solid argument. It is true that most of the concepts we learn about in lecture are somewhat familiar to us since we have dealt with them ourselves or we have seen people been affected by what researches have to say about cognitive development.However, it is always good to satisfy the need to learn more about different concepts by bringing up new information that will make us see the concept from a different angle. We need to be able to break down what we know about the concept, pick up the details that are st ill useful to us, get rid of the details that are no longer any useful, and accept the new details that will shape our concepts in different ways. Goldilocks Principle Another technique used by effective teachers deals with being able to assign tasks and assignments to students so that they fit their levels of skill or prior knowledge.The Goldilocks principle is appropriate for this, since it deals with finding the right level of difficulty materials that are given to students. Like Graesser mentioned it (2008), material that is too easy for the audience will be disregarded as it may seem repetitive from what the audience or students have learned before; if the material is too hard, students may find it too frustrating and will give up. This technique suggests that materials and assignments should not be too hard or too easy.At a right, constant level students will remain engaged with the material. This is related to what O’Donnell, Reeve, and Smith (2008) explained as Vygots ky’s â€Å"zone of proximal development† as the concept that tells us that a child should be taught at his own level of recent maturity. This means that a student shouldn’t be pushed to work the material as if he has already mastered it or been experienced with it, but that he should work the material as if he’s still practicing it. As Wolfe et al. 1998) demonstrated in their article a group of researchers from two different schools experiment how background knowledge can affect students’ ability to comprehend different materials given. In this experiment, students were given the task to learn about something of background knowledge to them; in this case, it was the functions if the human heart. Students were given the same material but in different reading levels. The researchers found out that little background knowledge on the topic made the students gain about as much knowledge as the students with major background knowledge did.In other words, students whose prior knowledge did not overlap enough with the contents of the text did not learn well but neither did students whose knowledge overlapped too much with the contents of the text. At the end of their research, they found out that â€Å"low-knowledge† students understood just as much as â€Å"high-knowledge† students when their material was customized for the highly coherent and detailed, just as when the material given to high-knowledge students was presented with coherent gaps that they had to fill in by themselves.This technique should be used in a classroom environment to reach for those students that are not fully engaged to the material given. In the classroom we could find different types of learners, but it is fair to say that under-challenged and over-challenged students make up most of the class. By finding a way to balance the material and presenting it in a way that is fully detailed for some and challenging for others the instructor will be able to have most, if not all of the class fully engaged. Based on what I have experienced in class, we can say that Dr. Zola has made good use of this technique. Dr.Zola is letting his students use their own background knowledge to fill in gaps in the knowledge of other students through discussion. By bringing up questions that almost everybody is familiar with, but that everybody has a different take on, the discussions amongst students can last for a good while, and students always end up learning from each other when sharing stories and background knowledge. After all, there are several ways to keep a variety of learners engaged in the classroom, as by having discussions to keep the class active, integrating other fields in the material, stimulating the senses of the audience, etc.These last mentioned only keep the class active, and hopefully everybody engaged, but as a teacher one must still work on filling those gaps that some students may have about the material being learned . References Colombo, J. (2002) Infant Attention Grows up: The Emergence of a Developmental CognitiveNeuroscience Perspective. Current Directions in Psychological Science  , Vol. 11, No. 6 (Dec. , 2002), pp. 196-200. Retrieved from http://www. jstor. org/stable/20182811 Wolfe, M. W. , Schreiner, M. E. , Rehder, B. , Lahman, D. , Folts, P. W. , Kintsch, W. , & Landaure, T. K. (1998).Learning From Text: Matching Readers and Text by Latent Semantic Analysis. Discourse Processes, 25(2/3), 309-336. Graesser (2008). 25 Learning Principles to Guide Pedagogy and the Design of Learning Environments. Life Long Learning at Work and at Home. Retrieved from http://psyc. memphis. edu/learning O’Donnell, A. , Reeve, J. , Smith, F. (2008) Educational Psychology: Reflection for Action. Hoboken, NJ: John Wiley & Sons. Chinn, C. A. , & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical Framework and implications for.. Review of Educational Research, 63(1) , 1. Pedagogical Techniques: Cognitive Disequilibrium an Goldilocks Principle Cognitive Disequilibrium There will always be different kinds of intellects at classrooms. What are considered the worst students do not like to think through a problem or find out how a mechanism works, while some of the better students may understand the same concepts but do not think further about them once they are done learning what they had to learn. This is when the presence of a teacher asking them questions comes into play. A technique used to make students think further is called the cognitive disequilibrium. Cognitive disequilibrium is in charge of daring students to think of better ways why something works the way it does.The name itself points at imbalanced knowledge towards a certain topic. Let’s take for example a group of students leading an experiment where they are mostly sure of what the outcome will be. Their desire to find results that matches their theory will be biased, and if something in the experiment indicates their theory is not completely true ther e will be a moment of conflicting cognitions; this is what researchers call cognitive disequilibrium. Starting as early as the 1950’s, social psychologist Leon Festinger coined the term â€Å"cognitive dissonance† in his book When Prophecy Fails.At the same time, developmental psychologist Jean Piaget realized his work in cognitive developmental theory, including a close approach to cognitive dissonance. He conceptualized that as a child grows up, he will constantly be finding new information that will challenge the former beliefs he had, thus making an imbalance in cognition and making the child adapt to a new set of ideas (Colombo, 2002). This kind of conflict affects learning the same way it can affect the process of gathering information. Much like in research, theories can change drastically based on how big the changes are when finding new data.According to Chin and Brewer (1993) there are seven different forms of response to inconsistent information, the unpredi cted information that can possibly throw off one’s already learned knowledge: ignoring, rejecting, excluding, abeyance, reinterpreting, peripheral change, and theory change. Because of its ability to change theories and change our perception of beliefs, cognitive disequilibrium is not only a concept, but it also serves as a major pedagogical technique. In the context of educational psychology, cognitive disequilibrium can be used as a tool to defy students and their ideas.We can see instances where in class a teacher asks a student a question related to the material to see if the student is familiar with it, but that does not show understanding of the material. By asking more in-depth questions of why a student thinks he has the right answer or by asking about how he came about finding the answer we are solidifying a pathway that shows us why the answer is such. If there is not an exact pathway that could explain how one came to conclude that the answer is correct, there may be an error in between that could change the answer. In the case of our lecture class, Dr.Zola has made use of this technique in a couple of occasions to motivate students into thinking deeper about their answers to simple questions he makes. I remember at least one occasion where he asks a simple question about a student’s take on a subject, and when the student confidently answered, Dr. Zola asked follow-up questions that made the student rethink his response, and thus think better about his argument. Not only would he give follow-up questions, but introduce new ideas backed up by other researchers of prestige that could really change the way we think.The times he presents new information that unbalances our beliefs are just followed by very small pauses where we reconsider our ideas, until we have to discuss them with other students or we move ahead to new material. Every concept that we rethink due to new information presented should be given a good amount of time to brea k down what we know about the concept and build up a new conclusion in our minds. By giving us more time to think, we can further build up on the ideas on our mind and solidify the new concepts we are learning.Like I said before, we need to plan out a pathway that leads us to our concluding ideas or theories. Due to the fact that most of our work in lecture and discussion is based on partner or group talk; we need to be ready to give out our opinions on different matters with a solid argument. It is true that most of the concepts we learn about in lecture are somewhat familiar to us since we have dealt with them ourselves or we have seen people been affected by what researches have to say about cognitive development.However, it is always good to satisfy the need to learn more about different concepts by bringing up new information that will make us see the concept from a different angle. We need to be able to break down what we know about the concept, pick up the details that are st ill useful to us, get rid of the details that are no longer any useful, and accept the new details that will shape our concepts in different ways. Goldilocks Principle Another technique used by effective teachers deals with being able to assign tasks and assignments to students so that they fit their levels of skill or prior knowledge.The Goldilocks principle is appropriate for this, since it deals with finding the right level of difficulty materials that are given to students. Like Graesser mentioned it (2008), material that is too easy for the audience will be disregarded as it may seem repetitive from what the audience or students have learned before; if the material is too hard, students may find it too frustrating and will give up. This technique suggests that materials and assignments should not be too hard or too easy.At a right, constant level students will remain engaged with the material. This is related to what O’Donnell, Reeve, and Smith (2008) explained as Vygots ky’s â€Å"zone of proximal development† as the concept that tells us that a child should be taught at his own level of recent maturity. This means that a student shouldn’t be pushed to work the material as if he has already mastered it or been experienced with it, but that he should work the material as if he’s still practicing it. As Wolfe et al. 1998) demonstrated in their article a group of researchers from two different schools experiment how background knowledge can affect students’ ability to comprehend different materials given. In this experiment, students were given the task to learn about something of background knowledge to them; in this case, it was the functions if the human heart. Students were given the same material but in different reading levels. The researchers found out that little background knowledge on the topic made the students gain about as much knowledge as the students with major background knowledge did.In other words, students whose prior knowledge did not overlap enough with the contents of the text did not learn well but neither did students whose knowledge overlapped too much with the contents of the text. At the end of their research, they found out that â€Å"low-knowledge† students understood just as much as â€Å"high-knowledge† students when their material was customized for the highly coherent and detailed, just as when the material given to high-knowledge students was presented with coherent gaps that they had to fill in by themselves.This technique should be used in a classroom environment to reach for those students that are not fully engaged to the material given. In the classroom we could find different types of learners, but it is fair to say that under-challenged and over-challenged students make up most of the class. By finding a way to balance the material and presenting it in a way that is fully detailed for some and challenging for others the instructor will be able to have most, if not all of the class fully engaged. Based on what I have experienced in class, we can say that Dr. Zola has made good use of this technique. Dr.Zola is letting his students use their own background knowledge to fill in gaps in the knowledge of other students through discussion. By bringing up questions that almost everybody is familiar with, but that everybody has a different take on, the discussions amongst students can last for a good while, and students always end up learning from each other when sharing stories and background knowledge. After all, there are several ways to keep a variety of learners engaged in the classroom, as by having discussions to keep the class active, integrating other fields in the material, stimulating the senses of the audience, etc.These last mentioned only keep the class active, and hopefully everybody engaged, but as a teacher one must still work on filling those gaps that some students may have about the material being learned . References Colombo, J. (2002) Infant Attention Grows up: The Emergence of a Developmental CognitiveNeuroscience Perspective. Current Directions in Psychological Science  , Vol. 11, No. 6 (Dec. , 2002), pp. 196-200. Retrieved from http://www. jstor. org/stable/20182811 Wolfe, M. W. , Schreiner, M. E. , Rehder, B. , Lahman, D. , Folts, P. W. , Kintsch, W. , & Landaure, T. K. (1998).Learning From Text: Matching Readers and Text by Latent Semantic Analysis. Discourse Processes, 25(2/3), 309-336. Graesser (2008). 25 Learning Principles to Guide Pedagogy and the Design of Learning Environments. Life Long Learning at Work and at Home. Retrieved from http://psyc. memphis. edu/learning O’Donnell, A. , Reeve, J. , Smith, F. (2008) Educational Psychology: Reflection for Action. Hoboken, NJ: John Wiley & Sons. Chinn, C. A. , & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical Framework and implications for.. Review of Educational Research, 63(1) , 1.

Self Evaluation Influences Leadership Development

Self-Evaluation influences Leadership Development Across the years, humans have kept their baby photos, their yearbooks, the letter from a friend, and their first checkbook safely. Usually, they do this because it gives a timeline of where a person has been and where they are now. For some, this method of self-assessing can be rewarding, yet for others, this process may be daunting if they are not at the level they had hoped. According to Dye (2010), values-driven leaders are self-assessors. In essence, leaders understand that their actions are being observed; therefore, they need to know themselves with the dual intention of personal development and professional achievement (Dye, 2010). In fact, outstanding leaders have an exceptionally†¦show more content†¦However, the results of a self-evaluation process can allow a leader to commence a personal development plan that is goal oriented and focused on exceptional leadership skills (Zenger Folkman, 2013). In fact, per Kozak (2014), the process of self-evaluation and self-as sessment, helps a leader become a better leader because it brings forth guidance and knowledge about traits, strengths, and most importantly, weaknesses that can be developed into strengths. Conquering the ability of self-evaluating may lead to increased confidence, â€Å"trust and credibility by others and an improvement of emotional, social intelligence and self†esteem† (Kozak, 2014). Self-Evaluation correlates with Self Esteem. Speaking of self-esteem, one of the true values in self-evaluation is the value of oneself as a person (Kozak, 2014). In essence, being cognizant of the own strengths will improve self†esteem and confidence (Kozak, 2014). A self-confident leader can lead in meaningful ways. According to Brown, Dutton, and Cook (2001), high self-esteem people use a variety of strategies to protect and rebuild feelings of self-worth. On the other hand, self-assessment can also lead to identifying significant gaps that can then lower self-esteem. Therefore, it is important to understand that self†esteem does not correlate automatically to better performance of oneself (Kozak, 2014). Personally, the self-evaluation processShow MoreRelatedThe Planning Phase Of A Annual Expectation818 Words   |  4 Pageseveryone year around (Responsible Conduct in Research Mentoring, n.d.). Plan and organize leadership groups to continue their ongoing leadership developments; this activity allows leaders to listen to the other leaders thinking and ideas. The meeting will discuss the experiences that we as leaders have encountered since maybe the last session, expressing the rewards and non-rewards from the experience. 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Learning Systems And The Education System - 1228 Words

In the past, the learning system was non complex. Students invariably learned in classrooms. They would learn from and be educated by their teacher and grasped other facts from textbooks. The teachers would ask them questions and students would answer them to display they understood. Other information about other parts of the world, they learned from books. Throughout the years, the learning system changed. Issues or flaws in the system were addressed and improved. Different learning systems that were superior were invented for the purpose of improving the education of students. Every time the learning system surpasses the others, the students and world’s education exceeds. The quick changes and the increase of difficulties of the current world causes new challenges and needs of improvement in our education system. 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Article Critique Of The State University - 1505 Words

Quantitative Article Critique Jimi Bryen Southwestern Oklahoma State University Introduction to the Study The article I am critiquing is Peripheral IV Factors Affecting Complications and Patency-A Randomized Controlled Trial. The purpose of this study was a randomized controlled trial to see if there is a correlation of the effective length of time an intravenous catheter could be used based on a simple saline flush or a heparin flush with and with out splints. The length of time the IV catheter could be left in a patient has a direct correlation with the fluids as well as medications used and the effectiveness of a splint on the body of the individuals within the study. The study is important to create the perfect factors of keeping an IV catheter in the patient for the longest amount of time that is safely possible, which will correlate with a reduced number of actual times the patient has to have an IV catheter inserted which causes prolonged pain for the patient. The problem with this is although the length of time was increased when the heparin was used in- conjunction with a splint there was a higher incidence of injury for the patient, the intravenous infiltrates were going longer with out being noticed. This causing injury and damage to the patients. The researchers had a good theory. To find the longest possible allowed time to leave an IV catheter in the patient, to cause less pain, while trying to keep the infiltrates at a minimum causing the leastShow MoreRelatedStudy Drugs1267 Words   |  6 PagesStudents in America want to perform well during their school time, so they have a chance of getting a scholarship at best universities in the country. A lot of young Americans spend all their nights preparing for exams, because they can’t do it in the afternoon due to their sports and social life. Therefore many a night are spend studying hard for exams, so the teacher will not fail them and by that prevent them from getting their dream education. However, this tight and packed schedule causes theRead MoreArticle Critique On How Trust And Its Blocks Are Important Inside The Organizational938 Words   |  4 PagesRunning head: ARTICLE CRITIQUE 1 Article Critique Supriya Chigurupati Full Sail University ARTICLE CRITIQUE 2 Introduction Trust within an organization has proven to produce many benefits for the organization. Benetyte, D., Jatuliaviciene, G. state teams with trust possibly make it trouble-free to gain and apply the command to difficult tasks in all organizations and in order to build trust, it is necessary to gain knowledge on how to build trust. This sets the context for the more specific researchRead MoreGive People Shares Of Gdp1551 Words   |  7 PagesGive People Shares of GDP Summary The articles gives a compares a country to a corporation . 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The article ‘Women’s perception of the term ‘obstetrician’ (KenyonRead MoreQuantitative Critique Essay1200 Words   |  5 PagesRunning head: QUANTITATIVE RESEARCH CRITIQUE 1 Quantitative Research Critique By Elisabeth Bryant A Paper Submitted in partial fulfillment of the requirements for NU 533 Advanced Nursing Research University of South Alabama College of Nursing Spring 2011 QUANTITATIVE CRITIQUE 2 Quantitative Research Critique This is a critique of the quantitative research article titled Influence of Obesity and Type 2 Diabetes on Gluconeogenesis and Glucose Output in Humans studied by Amelia GastaldelliRead MoreCritique Steps (Understanding Quantitative Research)1258 Words   |  6 PagesOUTLINE OF BASIC CRITIQUE STEPS (understanding quantitative research): Brink and Wood (1994), and Burnes and Groves (1997), similarly describe the steps for quantitative nursing research process and methods. The authors include not only the basic steps to conduct nursing studies, but also translating the studies into articles for publication. According to Burnes Groves (1997), and Hamric and Spross (1992), the quantitative research method is used to describe or gain more information, test relationshipsRead MoreCultural Intelligence1554 Words   |  7 Pagesin effective leadership by developing his overall perspective and repertoire (Ang, 2004). Ward, Fischer, Zaid Lam, Hall article Ward and his colleagues argued that CQ offered a theoretical encroachment in the study of transition of cross culture and adaptation and a range of applications are lent and including assignments related to overseas and training. These critiques have the suggestion not only on the CQ scores validity but also for the evaluation of the CQ research contribution to the

Effects of Slavery on America Free Essays

Effects of Slavery on American History Andrew Avila US History 1301 Dr. Raley April 18, 2013 The U. S. We will write a custom essay sample on Effects of Slavery on America or any similar topic only for you Order Now Constitution is primarily based on compromise between larger and smaller states, and more importantly, between northern and southern states. One major issue of the northern and southern states throughout American history is the topic of slavery. Although agreements such as the Three-Fifths Compromise in 1787, and the Thirteenth Amendment in 1865 were adapted to reduce and outlaw slavery, it took many years for slavery to be completely abolished and allow blacks the freedom they had been longing for. The Three-Fifths Compromise was a agreement reached at the Constitutional Convention of 1787 in Philadelphia in which three-fifths of states’ slaves would be counted as representation regarding distribution of taxes and apportionment of members to the House of Representatives[1]. This meant that slave owners would be taxed on the number of slaves they owned as well as states receiving representation for the allotted 3/5, or â€Å"Federal ratio,† of slaves owned. During the Continental Congress of 1783, a committee was appointed to decide upon a method to be integrated in the Articles of Confederation to prevent states from ignoring their fair share of the tax burden. The proposed fix was to tax based on population rather than property value. Delegates who opposed slavery only wanted to count all free inhabitants of each state, while supporters of slavery wanted to count all slaves for representation purposes only and not for taxation. Being that southern states were heavily populated with slaves, naturally, northern states feared that the south would gain a political upper-hand and become extremely powerful[2]. Seeing such opposition from northern and southern states, representatives James Wilson and Roger Sherman came up with a plan that stemmed from the one proposed at the Continental Congress. The Three-Fifths Compromise, which was designed to meet the demands of both sides, gave the south their much anticipated representation, while easing the fears of the north of being politically overpowered by the south[3]. After the Virginia Plan was rejected, the Three-Fifths Compromise seemed to guarantee more political power to the south. As a result, southern states dominated the Presidency and Speakership of the House. While the south gained more representation because of the higher ownership of slaves, the north gained very little. However, the longterm results of the Three-Fifths Compromise did not work well to the southern states’ advantage[4]. The increased importation of slaves to the south upset the north leading to the Missouri Compromise. The Missouri Compromise prohibited slavery in the former Louisiana Territory north of the 36o 30’. By 1820, the northern states began to grow faster than southern states resulting in the fall from southern representation in the House of Representatives. The Three-Fifths Compromise paved the way for the Thirteenth Amendment in 1865 which outlaws slavery. However, the Thirteenth Amendment was meant to guarantee slavery. In 1863, Abraham Lincoln issued an Emancipation Proclamation declaring that any people held as slaves would be free[5]. Many people questioned the validity of the Proclamation as well as President Lincoln’s power. Because President Lincoln failed to mention that slaves in the loyalist states would be free in the Proclamation, many doubted the effect would last beyond restoration of the states[6]. Although the Emancipation Proclamation declared that slaves would be free, it did not actually free any slaves in border states nor did it abolish slavery. President Lincoln and other supporters decided it was necessary to include an amendment to the Constitution abolishing slavery. The Thirteenth Amendment was the first amendment proposed in 60 years. The Thirteenth Amendment was the only slavery-related bill to oppose and abolish slavery while other bills protected slavery[7]. Eventually, the bill was taken to the Senate and passed on April 8, 1864. Although the bill was passed as an effort to keep the country united, it was stopped from being ratified as the south began to secede and the Union dissolved. This prevented the bill from becoming an actual law. President Lincoln took active measures to get the proposed bill on the Republican Party platform for the 1864 presidential election. After several months of debate, the bill finally reached the two-thirds vote on January 31, 1865, although the signed amendment’s archival copy states the bill was passed February 1, 1865[8]. After the approval of the Thirteenth Amendment, Congress passed four statutes known as the Reconstruction Acts. The Reconstruction Congress was required to pass two laws that implemented the Thirteenth Amendment[9]. The first was the Civil Rights Act declaring that freed slaves were allowed to enjoy the same rights as white people. This law made it a crime on the federal level to deprived freed slaves of these rights. The second was the Anti-Peonage Act of 1867 which made the holding of any person as a slave unlawful[10]. The Thirteenth Amendment completed the abolition of slavery in the United States. The process to abolish slavery began with President Lincoln’s issuing of the Emancipation Proclamation in 1863. Although the Thirteenth Amendment outlaws slavery and involuntary servitude, officials had to selectively enforce laws such as vagrancy forcing blacks to be subject to involuntary servitude. The southern states’ attitudes towards abolition made it nearly impossible for blacks to shake being ex-slaves. After the abolition of slavery, life for Black Americans got even more difficult before it could get better. Public beatings and lynchings became and everyday occurrence through â€Å"white supremacy groups† such as the Ku Klux Klan. Segregation between whites and blacks had become widespread at the time as well. Many blacks found it difficult to survive off the poor wages they received and terrible living situations. Slavery was not legal or illegal until each individual state made it so. Up until that point, slavery was an accepted common law practice. However, after slavery was declared illegal in individual states and had been outlawed, many slave owners, and slaves alike, needed to adjust to the newly acquired changes. Needless to say, this was a change that would take many years to adapt to. To this day, these movements are still discussed as the judicial system . Many people still do not support the abolition of slavery. The United States Constitution states that slavery and involuntary servitude are illegal unless ordered by the court. However, this does not mean that any individual may own a slave. This simply means that if a person is convicted of a crime, said person may be ordered to prison or community service. This however does not mean that there are absolutely no cases of slavery in America today. Although in slightly different form, slavery still exists today despite the trial and error endured by the American government to abolish slavery in its entirety. Slavery today is known as human trafficking. Not only does human trafficking include involuntary servitude and forced labor, but various other acts that are to be carried out by those who are being held as slaves. Human trafficking is one of the biggest crimes committed today. Throughout history many measures have been taken to prohibit and outlaw slavery. However, documents such as the Three-Fifths Compromise and the Thirteenth Amendment were two of the major stepping stones in the direction of abolishing slavery. The issue of slavery has been around since the beginning of the United States and has undergone many changes over time. With agreements such as the Three-Fifths Compromise and the Thirteenth Amendment, slavery was able to be decreased and eventually abolished. Bibliography Peter Robinson. Uncommon Knowledge: A Slave to the System? Thomas Jefferson and Slavery. Hoover Institution, 2009. Garry Wills. â€Å"Negro President†: Jefferson and the Slave Power. Houghton Mifflin Company. New York, 2003. Herman Belz. Emancipation and Equal Rights: Politics and Constitutionalism in the Civil War Era. New York, 1978. Michael Vorenberg. Final Freedom: The Civil War, the Abolition of Slavery, and the Thirteenth Amendment. Cambridge University Press, 2001. Report of the Brown University Steering Committee on Slavery and Justice. The House Joint Resolution proposing the 13th amendment to the Constitution, January 31, 1865; Enrolled Acts and Resolutions of Congress, 1789-1999; General Records of the United States Government; Record Group 11; National Archives Harp Weekly. Ratification and Results. 2008. Oman Nathan. Specific Performance and the Thirteenth Amendment. Minnesota Law Review, Forthcoming. 2008. Unknown Author. â€Å"The Slavery Compromises†. University of Louisiana-Lafayette Computing Support Services. Unknown Date. Gilder Lehrman Institute. The Three-Fifths Compromise. Digital History. 2013. ———————- [1] Gilder Lehrman Institute. The Three-Fifths Compromise. Digital History. 2013. [2] Peter Robinson. Uncommon Knowledge: A Slave to the System? Thomas Jefferson and Slavery. Hoover Institution, 2009. [3] Unknown Author. â€Å"The Slavery Compromises†. University of Louisiana-Lafayette Computing Support Services. Unknown Date [4] Peter Rob inson. Uncommon Knowledge: A Slave to the System? Thomas Jefferson and Slavery. Hoover Institution, 2009. [5] Herman Belz. Emancipation and Equal Rights: Politics and Constitutionalism in the Civil War Era. New York, 1978. 6] Michael Vorenberg. Final Freedom: The Civil War, the Abolition of Slavery, and the Thirteenth Amendment. Cambridge University Press, 2001. [7] 3Herman Belz. Emancipation and Equal Rights: Politics and Constitutionalism in the Civil War Era. New York, 1978. [8] 3Herman Belz. Emancipation and Equal Rights: Politics and Constitutionalism in the Civil War Era. New York, 1978. [9] Oman Nathan. Specific Performance and the Thirteenth Amendment. Minnesota Law Review, Forthcoming. 2008. [10] Oman Nathan. Specific Performance and the Thirteenth Amendment. Minnesota Law Review, Forthcoming. 2008. How to cite Effects of Slavery on America, Papers

Airport Operational Management - Myassignmenthelp.Com

Questions: Discuss how airport charges can affect the airport-airline relationship. Explain why airport security is one of the key concerns for airport management. Compare and contrast an airports measurement of service and quality of service and discuss some of the ways that they can be managed. Identify some of the sources of non-aeronautical revenue for airports and discuss why it is so important. Answer: 1. Impact of airport charges on the airport-airline relationship Airport charges are paid for using the airport facilities like freight charges, aircraft landings and airport infrastructure (Starkie, 2012). On the other hand, an airport is considered as a business entity, service provider and an operator that provide infrastructures and facility to different airplane companies (Bush Starkie, 2014). Hihara (2012) moreover portrays that airlines can be considered as partners, team players and allies of airports. It is evident that each airport operator involves airlines for the development of air transportation and airport. Moreover, Starkie (2012) stated that the airport authorities signed an agreement with the airport to establish a contractual relationship. Security charges are also incorporated in airline charges and thus, the greater is the amount of the airline ticket, better security services is obtained by customer. Bush and Starkie (2014) thus depicts that airport authorities need financial resource for maintaining their services and a por tion of this revenue is earned from the airline charges that is paid by the airline customers. The airline charges affects the airport-airline relationship directly as greater the amount paid by the airline services to the airport, the more privilege they are getting from the airport and their operators (Yang et al., 2015). Taken for instance, an airport that has a capacity of airbus of 558 people desire to accommodate an airbus of 770 people, the runway needs some infrastructural changes that on the other need financial resources. In such case, the cost of the airport charges gets increases which can be observes through rise in price of air tickets. 2. Importance of airport security for airport management Airport management emphasizes on crucial functionalities of airport facilities like- purchase of tickets, transfer of baggage and safe travelling of passengers (Graham, 2013). The major purpose of airport management is to safeguard the passengers and to run the airport system efficiently. Hihara (2012) furthermore stated that airport management also refers to the maintenance of passengers security, airport central management for providing services of billing calculations and management of departure sequences, airport resources management and others. Starkie (2012) depicts that apart from all these operations, airport security is the crucial element of airport management based on which customer can rely on the airline services. Airport authorities evaluate all the suspicious activities, airplane parts and functionality checks and also take effective steps to overcome unlawful interference. Kirschenbaum (2013) furthermore highlight that in order to accomplish all the process of airport safely, airport enforcement authority are hired. These people are liable for maintaining security of the airport services and protect the passengers from any attacks. Thus, it can be said that greater the security, more satisfied will be the customer and better brand reputation can be attained by the airport. Hihara (2012) furthermore portrays that effective airport security plan make it harder for an impulsive attack to succeed. The security is also related to the popper functionality of airplane that is handled through business intelligence and other computer services. All the data and information are easily manipulated from these devices all the security system are interrelated. Thus, airport member sitting from airport control room can easily assess the scenario within the airplane. Yang et al. (2015) stated that this approach is undertaken so that immediate action can be taken if any adversity occurs during the travel. This effective interrelation in airport security denotes t he efficient airport management and serves as a key factor for attracting more customers. 3. Airports measurement of service versus quality of service There are three five dimensions of quality through which the management of the airport can be analyzed. These fie dimensions of quality are- tangibility, reliability, responsiveness, assurance and empathy (Bogicevic et al., 2013). Aydin and Yildirim (2012) stated that tangibility refers to the physical environment of the airport; while, reliability refers to the performance of the services promptly and accurately to the passengers. Moreover, the third dimension of the quality that is responsiveness resembles to the airplane crew members will to help the passengers. Additionally, assurance emphasizes on promising attitude of the airport members that inspire passengers; whereas, empathy denotes to the provision of attention to each individual. Bogicevic et al., (2013) moreover argued the measurement of services is also measured through some indicators like- practical hourly capacity, gate departure delay, taxi departure delay, security clearing time, baggage delivery time, check-in to gate time, border control clearing time and finally customer satisfaction. On the other hand, the airport service quality depends on three aspects- service scape, service personnel and services (Aydin Yildirim, 2012). According to (Bogicevic et al., 2013), service personnel should maintain attitude, behavior and expertise in the airport operations effectively. However, in real time, passengers face difficulty due to faulty machines, delay in services and misconduct of some activities. In the case of airports measurement of service and quality of service, it can be said that in former case the rate of final result is observed like how many customer gets satisfied with the service but in later case the strategies through which customer satisfaction can be attained is valued. Ways to manage airports measurement of service In order to manage the airports measurement of service, the services of aircraft landing, parking, equipment use,and ground handling services should be improved. Bogicevic et al., (2013) stated that regular feedback from passengers regarding the airline services at the destination should also be implemented so that accurate aspects can be identified based on which further improvement can be incorporated. Graham (2013) moreover depicts that implementing technology for fast and accurate delivery of the service should also be adopted for enhancing the service quality of the airport. 4. Sources of non-aeronautical revenue for airports and importance of these revenue In order to determine the financial viability of an airport, assessment of non-aeronautical revenue has done. There are mainly five sources of non-aeronautical revenue- concessions, parking and airport access, rental car operations, land rent and advertising (Choo, 2014). The concessions are the amount that the shops like gift shops, restaurants and newsstands within the airport provide to the airport management. Postorino and Pratico (2012) moreover, stated that from parking and airport access, revenue is collected for utilizing the airports parking area by travelers. In rental car operations, the revue is collected from cars that are rented by the customers and the shopkeeper inside the airport. Choo (2014) furthermore depicts that land rent is the rent that is given to customers for golf courses, office buildings, hotels, farming or other uses; whereas, advertising revenue are collected for the purpose of advertisements placed on airport walls, billboards and buses. It is also fou nd that 55.2% of the revenues are collected from aeronautical revenue; whereas, 44.8% of the revue are from non-aeronautical revenue (Choo, 2014). Image 1: Aeronautical vs. Non-Aeronautical Revenue for U.S. Airport (Source: Choo, 2014) The importance of non-aeronautical revenue is that it helps in optimizing revenue per visitors for their airline tickets. It also provides the passengers all the necessary things from the airport (Postorino Pratico, 2012). Reference Aydin, K., Yildirim, S. (2012). The measurement of service quality with servqual for different domestic airline firms in Turkey. Serbian Journal of Management, 7(2), 219-230. Bogicevic, V., Yang, W., Bilgihan, A., Bujisic, M. (2013). Airport service quality drivers of passenger satisfaction. Tourism Review, 68(4), 3-18. Bush, H., Starkie, D. (2014). Competitive drivers towards improved airport/airline relationships. Journal of Air Transport Management, 41, 45-49. Choo, Y. Y. (2014). Factors affecting aeronautical charges at major US airports. Transportation Research Part A: Policy and Practice, 62, 54-62. Graham, A. (2013). Managing Airports 4th edition: An international perspective. Routledge. Hihara, K. (2012). An analysis of an airportairline relationship under a risk sharing contract. Transportation Research Part E: Logistics and Transportation Review, 48(5), 978-992. Kirschenbaum, A. A. (2013). The cost of airport security: The passenger dilemma. Journal of Air Transport Management, 30, 39-45. Postorino, M. N., Pratic, F. G. (2012). An application of the Multi-Criteria Decision?Making analysis to a regional multi-airport system. Research in Transportation Business Management, 4, 44-52. Starkie, D. (2012). European airports and airlines: Evolving relationships and the regulatory implications. Journal of Air Transport Management, 21, 40-49. Yang, H., Zhang, A., Fu, X. (2015). Determinants of airportairline vertical arrangements: analytical results and empirical evidence. Journal of Transport Economics and Policy (JTEP), 49(3), 438-453.