A Brief Biography of Fidel Castro - 1316 Words

His full name is Fidel Alejandro Castro Ruz and he was born on August 13, 1926 in a Birà  n, Cuba. Castro’s parents are Angel Castro(father) and Lina Ruz(mother). His father was a wealth landowner while his mother was a cook and maid to Angel. Castro was the third of six children in his family. His parents sent Fidel to a Jesuit boarding school where he was disciplined and showed the true potential of his intellect. While in boarding school, he also showed a much bigger interest in sports rather than academics. He even won an award for best all around athlete. Castro later went on to attend the University of Havana in 1945 where he began his studies in law. While attending the university, he was involved in many protest movements and rebellions. As a lawyer, Castro would take actually take cases of people who were not able to pay him so at often times he was short on money. Fidel began to notice the issues of Cuba such as poverty, injustice, and corruption. A passion grew wit hin him that wanted to fix these issues of Cuba so Castro joined a political group that had the same views and goals as him. This new political party he joined was called the Cuban People’s Party. Fidel later became a candidate for Congress for his political party in 1952. This is when he led a group of armed citizens to attack the Moncada Army Barracks as stated on the previous page. After Castro became Cuba’s new leader on January 9, 1959, he passed several laws based on his strong view of moralityShow MoreRelatedLee Harvey Oswald’s Motives for killing President John F. Kennedy646 Words   |  3 Pageshis mental health led the way in making him the most famous assassin of the twentieth century. Lee Harvey Oswald had a rough childhood. He grew up without a father figure in his life so he was lacking direction from the most important source (Biography: Lee Harvey Oswald ). His father died two months before Oswald was born, leaving his mother with three small children. As a result, â€Å"his mother would frequently neglect and leave Lee with various babysitters† (Diamond). These babysitters reportedlyRead MoreThe Politics of Marco Rubio Essay1401 Words   |  6 Pages2006-2008 terms, Rubio was elected Speaker of the Florida State House in November 2006. Marco Rubio is a part of the Republican Party and is a Capitalist. Body: Marco Rubio was born on May 28, 1971 in Miami, Florida after his parents fled Cuba when Fidel Castro took over. At the age of eight, his family moved to Las Vegas where his father worked as a bartender for Sam’s Town, and his mom worked as a housekeeper at the Imperial Palace. Six months later, in 1985, they moved back to Miami where his fatherRead MoreBiography of Barbara Walters1711 Words   |  7 Pagesand Bill Clinton paramour Monica Lewinsky made broadcasting history as the highest-rated news program ever broadcast on a single network. Her other notable interviews range from controversial figures like Jack Kevorkian to political leaders like Fidel Castro. Currently, Walters holds the notable distinction of having interviewed every U.S. President since Richard Nixon. She is also acclaimed for her ability to elicit candid interviews from a bevy of celebrities, including Tom Cruise, Sophia Loren,Read MoreThe Most Controversial American Presidents9333 Words   |  38 Page semergency hospitalization at Yale-New Haven Hospital from January until March. In June 1934 he was admitted to the Mayo Clinic in Rochester, Minnesota and diagnosed with colitis. When Kennedy graduated from Choate in June 1935 his superlative in The Brief, the school yearbook (of which he had been business manager), was Most likely to Succeed. In September 1935, he sailed on the SS Normandie on his first trip abroad with his parents and his sister Kathleen to London with the intent of studying forRead MoreBible Versus the Toran12356 Words   |  50 Pagesand excludes any reference to an Old Testament. The Old Testament consists of a collection of writings believed to have been composed at various times from the twelfth to the 2nd century BC. The books were written in classical Hebrew, except for brief portions (Ezra 4:8 nd 7:12-26, Jeremiah 10:11, Daniel 2:47:28) which are in the Aramaic language, a sister language which became the lingua franca of the Semitic world. Much of the material, including many genealogies, poems and narratives, is thought

The Success Of Teachers And No Child Left Behind - 2314 Words

The aim of educators is to provide opportunities for students to attain three primary goals that facilitate participation, contributions, and success not only in schools, but in the community as well. Those three goals are academic skill expertise, social skill expertise, and lifestyle skill expertise. While easier said than done, these goals are hindered by many social and behavioral problems. The most popular desire from teachers is related to behavior and classroom management (Elam, Rose, Gallup, 1999). The Individuals with Disabilities Act (IDEA) and No Child Left Behind (NCLB) emphasize the use of scientifically based research to improve outcomes for students. From this emphasis, response-to-intervention has evolved. In the early 1990s, many schools started enforcing a zero-tolerance discipline system to try and control misbehaving students, which eventually led to more out-of-school suspensions and expulsions. Regardless of opinion, no current evidence in shown that sus pension and expulsion provide positive changes in student behavior (Skiba, 2000). Also, studies show racial, socioeconomical, and gender prejudices when dealing with school discipline and students with disabilities are more likely to be suspended than their peers (Krezmien, Leone, Achilles, 2006). Higher suspension and expulsion rates are also intermingled with lower academic performance (Skiba, 2008) and an increase with juvenile law enforcement. The means by which educatorsShow MoreRelatedEssay on The Impact of No Child Left Behind1000 Words   |  4 PagesThe No Child Left Behind Act (NCLB) was a piece of legislation proposed by the administration of George W. Bush. The legislation required states to develop educational plans to address issues of assessments, standards, and accountability. Under the No Child Left Behind Act, states would have to administer tests yearly in reading, math, and science. No Child Left Behind holds school districts accountable for student achiev ement or lack of achievement. No Child Left Behind legislation is basedRead MoreEssay on The No Child Left Behind Act1440 Words   |  6 PagesInitiated in 2002, the No Child Left Behind Act (NCLB) of 2001 intended to prevent the academic failures of educational institutions and individual students, as well as bridge achievement gaps between students. This act supports the basic standards of education reform across America; desiring to improve the learning outcomes of America’s youth. No Child Left Behind has left many to criticize the outcomes of the Act itself. Questions have risen concerning the effectiveness of NCLB, as well as theRead MoreEssay Universal Teaching for Conditional Education954 Words   |  4 Pagesacknowledgement accountability for this has left a bitter taste in concerned parent’s mouths. The people who are being neglected the most by the educational reforms are the students; No Child Left Behind, educational romanticism, and teachers unions al l play an equal roll in this blatant disregard for the wellbeing and future success of the students. No Child Left Behind is seen as a huge detriment to education process and neglects the students. Diane Ravitch sums up No Child Left Behind’s effect on educationRead MoreThe Ramifications of Government Reform on Education Essay1354 Words   |  6 Pageseducation in America. However, government acts like No Child Left Behind (NCLB) and Common Core curriculums have been put into effect in order to reverse America’s position. They are best understood as tools to bridge the achievement gap regardless of what a child may look like, sound like, or what part of the nation they come from. These programs are designed to help all children excel in school no matter what. Even though the No Child Left Behind Act significantly increased the average performanceRead MoreNo Child Left Behind Act Essay642 Words   |  3 PagesNo Child Left Behind Act Making the NCLB Act effective is quite a chore for the federal and state legislation. The positive influences for the act are quite controversial. Accountability standards are set and measured on a yearly basis by each individual state. The educator’s qualifications and standards are also state and federally mandated. Reading, math and writing are the key academic subjects that are measured. The goal is to close the gap among race, socioeconomic groups, and disabledRead MoreNo Child Left Behind1538 Words   |  7 PagesWe all have heard the key to success is education. However, in the United States, that key to success is far fetched. America as a whole needs many improvements. While America will never be a perfect society as I dream, America needs to take a step forward to improving the country for all. A better education system will be a step toward improving the United States. The education system in America continues to fail our children and falls behind compared to other countries. Children today are tomorrow’sRead MoreThe Debate Over the No Child Left Behind Act Essay1014 Words   |  5 PagesThe current debates surrounding the No Child Left Behind Act of 2001 are both positive and negative. Many politicians and people that previously supported the Act are now standing against it. In the beginning many supported the new Act because everyone was aware that a change needed to happen in the education system and the proposal of No Child Left Behind seemed like the answer we were looking for. As the No Child Left Behind requirements began to be felt in the school systems across AmericaRead MoreEssay On No Child Left Behind1333 Words   |  6 Pagessaid Steve Eklund, a retired California teacher. â€Å"Four words drove me into retirement—No Child Left Behind. I could no longer tend to the needs and wants of my students. All I was supposed to do was to get them ready to take tests.† Intro (with thesis): The surviving NCLB mindset of standardized tests being an accurate measure of a students achievement is a problem because it affects our student’s education and increases performance pressure on teachers. What people fail to realise is that studentsRead MoreLegal Roles And Responsibilities Of Teachers1035 Words   |  5 Pagesand Responsibilities of Teachers Teacher’s legal roles and responsibilities in the United States is a very important to know, especially for new teachers. Along the way of teacher’s career, and as a public figure, they have the same rights as anybody. The Bill of Rights assurances each citizen the rights to bear arms, free speech, and religion, the Constitution helps teachers to understand their rights. A teacher s responsibility is vital to guaranteeing that every child obtains the best educationRead MoreFederal And State Laws Play Essay1202 Words   |  5 Pagesshow their interest in their child (Amatea, 2013). California Department of Education advocates with policies and laws to support parent involvement to support student’s academic success. Federal and state laws play a role in linking families and schools together to build and strengthen social, emotional, and academic growth of children (Amatea, 2013). Parent Involvement Parents should always be an essential and ongoing part of school curriculum; just because their child starts school it does not

Jackson’s Knowledge Argument Free Essays

Dualism is the theory that our world is not entirely physical but is made up of mind and matter, therefore uggesting the mind is not the brain (brain is matter, the mind is a separate entity). Cartesian Dualism states: Each mind is an immaterial substance capable of independent existence. The characteristic property of this substance is thought. We will write a custom essay sample on Jackson’s Knowledge Argument or any similar topic only for you Order Now The physical world is a material substance, capable of independent existence. The characteristic property of this substance is extension (taking up space). (Lecture 1, DCT). Monism, in contrast to dualism states that the mind and brain are unified, and that there is no division between the two. Those who support monism believe that there is only one reality. Physicalism is a kind of monism as it is the belief that different approaches to the mind-body problem, let us look at the knowledge argument by Frank Jackson, who theorises that physicalism is false. Jackson describes two thought experiments to support his anti-physicalism theory. The first centres around Mary, a brilliant scientist who is confined to a black and white room, who learns everything through black and white, including a black and white television. Mary is an expert in the neurophysiology of vision learns all the physical information about what happens to the brain when we see colour. Jackson (1982, p. 30) states: â€Å"She discovers, for example, Just which wave-length combinations from the sky stimulate the retina, and exactly how this produces via the central nervous system the contraction of vocal chords and expulsion of air from the lungs that results in the uttering of the sentence â€Å"The sky is blue†. When Mary leaves the room, and sees the colour red for the first time, Jackson raises the question of whether Mary will learn anything or not. Jackson claims that yes indeed Mary does, because she is having a new visual experience that she has not had before, despite having all the physical information prior to this. Jackson (1982, p. 130) goes on â€Å"But then it is inescapable that her previous knowledge was incomplete. But she had all the physical information. Ergo there is more to have than that, and Physicalism is false†. Jackson believes that qualia has been left out of this story. qualia relates to our own subjective experiences. When I see a colour, smell a perfume, I am subjected toa conscious experience that is only relevant to me, no one else can experience these sensations the way I do. The following thought experiment in Jackson’s paper explains this further. Fred, presented with a bunch of ripe tomatoes, separates them n to two groups. Fred has better colour vision than anyone else, but manages to separate the tomatoes into two groups, redl and red2. Whilst we may categorise all the tomatoes as simply red, Fred sees clearly two different types of red, in the way we would distinguish yellow from green. Suppose we know all about Fred’s physiology and discover is a super ability to separate colours on the red spectrum, it does not actually tell us what it is like to see colour from Fred’s perspective, or his colour experience. No amount of physical information about Fred can tell us what it is like o see colours in the same way as Fred does. Furthermore, if we were to implant Fred’s brain into another beings body, it still would not tell us anything about Fred’s conscious experience of seeing red at this present moment in time. Thomas Nagel’s paper What is it like to be a bat? reinforces the theory that physicalism leaves something out. If we look at physicalism objectively, for example, look at the facts about Marys physiology that enable to her to see, we can know what happens to the optic nerve and retina when Mary sees colour, or light, but her experience of seeing he colour red is a subjective one. This experience is told from the first person point of view, therefore Nagel suggests that we cannot be objective about other people’s experiences. Nagel (1974, p. 426) describes how we can we observe the physicality of bats: â€Å"Now we know that most bats (the microchiroptera, to be precise) perceive the external world primarily by sonar, or echolocation, detecting the reflections, from objects within range, of their own rapid, subtly modulated, high frequency shrieks†. There is nothing about a bat’s senses that are like ours, and while we can imagine hat it may be like to be another human being, we cannot imagine what it is like to our imagination. As we do not have experience of being a bat our imagination is therefore limited. It is within my capabilities to mimic a bat’s behaviour, eat insects, hang upside down, imagine myself flying, but I cannot share the same experiences as a bat as only a bat knows what it is like to have these experiences. One of the main physicalist responses to Jackson’s knowledge argument is to agree that Mary does learn something new when she leaves the black and white room. Physicalists say hat Mary has gained a new ability rather than a new fact. Remember that Mary possessed all physical information before she left the room. Another physicalist view is that Mary is experiencing a mental state that is a result of the physical impact on her brain when she sees colour. The mental state that happens to Mary is seen as a brain state and therefore deemed to be physical. She already has the knowledge how to see colour but not necessarily knowledge that. Knowledge that is knowing that Paris is the capital of France, whilst knowledge how is knowing how to play the piano. Mary knows how to recognise colour. There is also the matter of causal closure which relates to every physical event having a physical cause. For example, if you bang your toe, is a physical event, which activates the mental state of pain, and to make the decision to hold on to your toe is also a mental state, however it results in your holding your toe, which is a physical event. This physicalist argument is a strong one, but no matter which way we look at the mind-body problem no one can have your conscious experiences. There can be countless thought experiments but each subject will see or feel things differently. Philip Goff (2013) states: â€Å"Physicalism is a grand and ambitious project, but there is a thorn in its side: consciousness. The qualities each of us encounters in our conscious experience – the feeling of pain, the sensations of biting into a lemon, what it’s like to see red – stubbornly refuse to be incorporated into the physicalist’s all-encompassing vision of the universe. Consciousness seems to be the one bit of left-over magic that refuses to be physicalised. And it’s all the fault of the zombies†. Goff calls these zombies philosophical (or p-zombies) as they are not supposed to e the zombies that we see in films, it is a zombie that is used in philosophical thought experiments. If your zombie, was opened up, everything about its brain structure would be identical with yours. The thing that the zombie would lack is conscious experience. It might scream when it is stabbed with a knife, but it is because it is programmed to do so, its reactions will not coincide with feelings of pain of pleasure. Goff, talking about zombies summarises this point â€Å"However, your zombie twin has no inner experience: there is nothing that it’s like to be your zombie twin. It’s screaming and running away when stabbed isn’t accompanied by a feeling of pain. Its smiles are not accompanied by any feeling of pleasure†. Goff puts forward an excellent argument to those who identify brain states with conscious states. He talks about what happens in the brain when you are in pain. If a brain surgeon was to open you up to see what is going on in your head if you had been stabbed with a knife they would see c-fibres firing, but they would not see that you are in pain and the c-fibres are firing, they could see what is happening physically but your conscious xperience of pain would not be visible. Goff (2013) explains: â€Å"to say that the feeling of pain is identical with c-fibres firing in your brain, is to say that pain – the thing you sees when she looks in your head after youVe had the knife stuck in you – are one and the same thing. It is to say that we don’t have two things – pain and c-fibres firing – but one thing with two labels† Furthermore, if your zombie was opened up and a brain surgeon wanted to observe their brain activity after being stabbed by a knife, again they would observe the c-fibres firing, but there would be the absence of the onscious experience of pain. If you stab your zombie it will create a physical event, with a physical response but you cannot know what it is like to be your zombie, in the same way that your zombie cannot know what it is like to be you. Your zombie cannot be the same as you physically and consciously as you can only be one person. I do not believe that it is possible to completely resolve the mind-body problem. I am inclined to lean towards Jackson’s point of view that we cannot perceive the colour red from Marys point of view. Not only can we not perceive things visually, if Mary ad been colour blind but gained knowledge how to perceive colours through touch or other senses, it would still be true to say that her experience would be a subjective one. How to cite Jackson’s Knowledge Argument, Papers

Consumer Packaged Goods Industry free essay sample

Wonderware relies on their services and expertise to take it into new opportunities and markets. From the 625 VAR/OEMs, approximately 2. 5% use Wonderware software to create solutions for food-products machinery in the Consumer Packaged Goods (CPG) industry. Out of almost exactly 3,000 SI companies currently active in the Wonderware Solution Provider Program, more than 46% devote some portion of their practice to serving customers in the CPG industry. 63 % of Wonderware Certified SIs and 82% of Wonderware’s ArchestrA Certified SIs are involved in the CPG industry. But just what do we mean when we talk about the CPG industry? The free reference section at Hoover’s online (www. hoovers. com/free/ind/dir. xhtml) includes a useful directory of industries and the following general definition: Consumer Products Manufacturers Companies that design, manufacture and/or market apparel, cleaning products, hand and power tools, home furniture, housewares, linens, and consumer electronics and appliances. However, things may not really be that simple. It’s actually more meaningful to describe the CPG industry as a set of consumer behaviors rather than trying to draw boundaries around a specific list of product names or brands. And the key behavior that best describes the CPG market is that of replenishment on some regular or frequent basis. The items are in fact consumed, in some sense or another, fairly rapidly. This means that they do have a shelf life – whether it’s the perishable nature of a snack food item or the fleeting glamour of a cell phone with features like text or pictures or videos. And of course that can mean that the value of an entire warehouse inventory, for a whole generation of product can go to zero in a hurry! Those behaviors tend to result in a steady flow of small recurring expenses (for a tube of toothpaste, a pack of beverages or even the latest personal electronic gadget) rather than large infrequent ones like the acquisition of a major capital asset for manufacturing. The problem for our manufacturing customers is that those small replenishable items still require the major manufacturing assets to produce them. The ability to rapidly reconfigure and re-task those expensive production machines and factories when customer whims change – in other words, agile manufacturing – can make the difference between profitability and receivership. The Consumer Packaged Goods (CPG) Industry and Solution Providers Page 3 2. Industry Comparisons The financial research tools at www. etrade. com (account membership required) offer some useful comparisons between the consumer goods industry and other major industry sectors. It’s not necessarily the fastest-growing business ector – compared to general technology, financial or energy companies – but certainly respectable when it comes to overall sector profit margins. The non-cyclical sub-category of the CPG industry, in fact, ranks well above the Transportation, Basic Materials, and Capital Goods and Services industries. The consumer cyclical category includes apparel, recreational products, personal electronics, automobiles and replacement parts such as tires. The non-cyclical category includes beverages, tobacco, personal products, office supplies and food items. The Industry Browser information tools at the Yahoo! Finance Industry Center (biz. yahoo. com/p/3conameu. html) may surprise you in terms of the relative sizes and profitability of some segments in the Consumer Goods categories. For instance, the top five segments by market capitalization are as follows: The Consumer Packaged Goods (CPG) Industry and Solution Providers Page 4 Segment Auto manufacturers Food – major diversified Cigarettes Beverages – soft drinks Cleaning products Market Capitalization ($B) 296 281 269 266 205 The largest segments are not necessarily the most profitable, however. The top five segments by overall profit margin are: Segment Cigarettes Cleaning products Beverages – brewers Beverages – soft drinks Confectioners Net Profit Margin (%) 17 13 12 11 10 Somewhat surprisingly, the largest segment by market capitalization – Auto Manufacturers – is one of the least profitable at just 1. 8%. The sizable and highly visible – but keenly competitive – Electronic Equipment category is squeezed down to just 2. 5% overall net margin. 3. What CPG Companies Need from Solution Providers For our Consumer Packaged Goods customers to succeed, they must deal with a number of internal and external pressures and demands. Those internal drivers include: Protecting or increasing profits Reducing costs related to: o Supply-chain management – Net asset turns on raw materials and finished goods inventories, efficient sourcing decisions and reducing scrap or return rates o Manufacturing – Improving operational efficiency and employee productivity o Information technology – Cost containment and outsourcing, standardization and consolidation of server assets, increasing reusability, and an application infrastructure that protects and maximizes key databases and information assets Mergers, acquisitions, breakups and spin-offs The Consumer Packaged Goods (CPG) Industry and Solution Providers Page 5 o o Integration (or disconnection! ) of supply-chain linkages Operational complexity and startup costs – dealing with dissimilar bestpractice philosophies, variations in processes, applications and technology, and training to improve and align vital human resources. External forces and demands that our CPG customers face include: Meeting changing customer needs and requirements Preserving brand integrity – through product quality and safety as well as regulatory requirements Speed to market with more (and often complicated) new products. Now, with all those pressures facing our Consumer Packaged Goods manufacturing customers, what can we – a world-class community of solution providers and a world-class software supplier – provide to help them face such challenges? First of all, we can provide a platform for growth – an eco-vision – that can grow and evolve as the fickle customer marketplace changes and the companies adapt. We can offer an architecture built around re-usable components – not just software objects, but encapsulated best practices and intellectual capital. That means lower project-to-project costs and a common service architecture from production to process. We can deliver an architecture for incremental investment, avoiding the â€Å"big bang† approach that held back the promise of advanced manufacturing execution systems (MES) for so long, for example.