Microsoft Team Dynamics and Ethics

Microsoft Team Dynamics and Ethics Free Online Research Papers The stresses of knowledge transfer and knowledge management are especially prevalent in the software industry. The time and increasing cost pressures of global software development amplify and make more challenging the issues of globalization affecting every high technology business today. The need for real-time process, system and knowledge management integration across globally-based development teams is critically important if software applications are to be launched on schedule and seen as relevant to the changing computer user’s needs (Gibbs, 2009). Compounding the data, knowledge and process management aspects of a globalized development strategy that many companies including Microsoft has long relied on (Cusumano, Selby, 1997) are the cultural constraints as well as defined by Hofstede as cultural dimensions (Hofstede, 1998). Simply put, the formation of a global development team is very difficult. Its complexity is compounded by the ethical considerations of shari ng knowledge globally to ensure equality of opportunity for all geographies and all programmers, making sure ethnocentrism does not take hold (Tekleab, Quigley, Tesluk, 2009). The intent of this paper is to analyze how global software development teams can be formed to ensure the highest performance possible while also taking into account the ethical considerations of globalization. Microsoft’s Approach to Programming Team Development Microsoft’s legacy is based on small, tightly integrated software development teams that concentrate on solving highly complex and therefore, difficult problems in close coordination with each other. This requires a more loosely defined organizational structure that gives those engineers with exceptional talent the freedom to grow professionally at their own pace while enriching others in their teams at the same time (Cusumano, Selby, 1997). Promotions and status within the Microsoft culture are more driven by expertise and knowledge than by seniority, which fuels a highly competitive environment in terms of new approaches to solving complex, difficult programming problems (Lysenko, 2006). As would be suspected, traditional approaches to creating teams that are from the more chain-of-command era do not work at all in the Microsoft environment, yet transformational leadership and leadership based on technical expertise leads to teams accomplishing exceptional amounts of wor k ahead of schedule as a result (Cusumano, Selby, 1997). Transformational leadership within Microsoft is unique to the organization, as its culture highly values technological expertise, yet also has a sizeable bureaucracy within which to operate. The challenge in creating teams within Microsoft is to have team leaders who can continually manage to objectives while providing exceptionally strong technical expertise, while also mitigating or minimizing conflicts between team member’s altogether (Somech, Desivilya, Lidogoster, 2009). The role of team leader within Microsoft is considered to be one that requires exceptional levels of technical expertise and credibility as a result (Lysecki, 2006). There are also the generation gaps between and within teams across all of high technology (Birkinshaw, Crainer, 2008) with this being particularly evident in the Microsoft culture as well. That’s why it is so critical that the culture continually adopt team dynamics that concentrate on expert power over any other, especially legit imate or position power (Humphreys, Pryor, Haden, Oyler, 2009). For Microsoft, the concentration on creating transformational leaders through the use of expert power also makes it possible to get entire teams more efficiently to accomplish shared goals (Mathieu, Rapp, 2009). The Ethics of Globalization and Microsoft As Microsoft have development centers in many nations, the need for close coordination of development processes, systems and schedules is critically important to the success of development programs. Internally the company struggles daily with the ethics of ethnocetricism, which in other words is the tendency to keep the most career-enhancing projects in Redmond, Washington and send the secondary projects to other nations. This has been seen as one of the ethical lapses Microsoft has made in terms of managing its development (Lysecki, 2006). Externally, there are just as many ethical challenges including the alignment of Microsoft applications and operating systems to unique requirements in foreign nations that vary from data encoding, multilingual interfaces, localization and scalability testing. Microsoft relies on its developers in these other nations to ensure their applications are aligned with the needs of these markets. What Microsoft has learned over the last three years about keeping their development teams aligned globally are the benefits of social networking (Hossain, Zhu, 2009). These include collaborative platforms including Facebook private pages, Wikis and enterprise content management (ECM) portals used for managing content so it is available on a 24/7 basis. Microsoft has an inherently difficult problem to solve internally about ensuring more opportunities for their talented off-shore programmers to participate in the most challenging and professionally rewarding projects based in the U.S. This ethnocentric attitude has been viewed at times as unethical by programmers located outside the United States. Another aspect of Microsoft’s ethical dilemmas is the pricing of software specifically developed in Redmond, Washington where development expenses are at their greatest, yet sold at very aggressive prices in 3rd world nations. Microsoft’s pervasive use of bundling which began in response to Netscape’s competitive thre at (Clements, 2002) continues today in 3rd world nations and is a frequently used strategy for ensuring operating systems and server products are competitive in these nations. Microsoft however, has paid development expenses for many of these products in the U.S., and uses their development centers for localization. The ethical aspects of this on team dynamics are obvious (Lysecki, 2006) with many developers in these other nations insisting that they should be given the opportunity to create these applications, operating systems, and server-based applications entirely in their native nations. Microsoft counters that their quality management of coding in Redmond, Washington is superior (Cusumano, Selby, 1997) and that it is essential for team dynamics that core areas of applications be developed and tested in Redmond. The effects of this from a team dynamics perspective continue to be felt in how global teams are managed and motivated. The fact that the Chinese market is by far the most promising from an operating system standpoint has the 5,000 member development and RD Center in Beijing (Buderi, 2005) focused on how they can earn credibility and ascend in the Microsoft corporate culture. Conclusion In developing high performance teams within high technology companies such as Microsoft, credibility and technical expertise, or expert power, are far more important than position power or legitimate power. The catalyst of what keeps these companies competitive is the extent to which they can continually grow new leaders who have a strong depth of technological ability, yet also have the ability to motivate through example. The globalization aspects of development teams can often fall into the trap of being ethnocentric in nature, with the majority of development going to staff in headquarters. Externally there is the challenge of managing products’ pricing in foreign countries so they are competitive yet also ethically priced and not deliberately low-priced just to gain market share. Microsoft has the many challenges of managing global development teams ethically for their globally based employees while also ensuring their pricing is ethical and not deliberately low to j ust drive smaller, less financially viable competitors from the market. Research Papers on Microsoft Team Dynamics and EthicsThe Project Managment Office SystemOpen Architechture a white paperBionic Assembly System: A New Concept of SelfResearch Process Part OneInfluences of Socio-Economic Status of Married MalesRelationship between Media Coverage and Social andIncorporating Risk and Uncertainty Factor in CapitalBringing Democracy to AfricaStandardized TestingMarketing of Lifeboy Soap A Unilever Product

The Great Escape of World War II

The Great Escape of World War II Located at Sagan, Germany (now Poland), Stalag Luft III opened in April 1942, though construction was not complete at the time. Designed to deter inmates from tunneling, the camp featured raised barracks and was situated in an area with yellow, sandy subsoil. The bright color of the dirt made it easily detected if dumped on the surface and guards were instructed to watch for it on inmates clothing. The sandy nature of subsoil also ensured that any tunnel would have weak structural integrity and be prone to collapse. Additional defensive measures included seismograph microphones placed around the camps perimeter, a 10-ft. double fence, and numerous guard towers. The initial inmates were largely composed of Royal Air Force and Fleet Air Arm flyers who had been downed by the Germans. In October 1943, they were joined by increasing numbers of US Army Air Force prisoners. With the population growing, German officials began work to expand the camp with two additional compounds, ultimately covering around 60 acres. At its peak, Stalag Luft III housed around 2,500 British, 7,500 American, and 900 additional Allied prisoners. The Wooden Horse Despite the German precautions, an Escape Committee, known as the X Organization, was quickly formed under the guidance of Squadron Leader Roger Bushell (Big X). As the camps barracks had been deliberately built 50 to 100 meters from the fence to deter tunneling, X initially was concerned about the length of any escape tunnel. While several tunneling attempts were made during the camps early days, all were detected. In mid-1943, Flight Lieutenant Eric Williams conceived an idea for starting a tunnel closer to the fence line. Utilizing a Trojan Horse concept, Williams oversaw the construction of a wooden vaulting horse that was designed to conceal men and containers of dirt. Each day the horse, with a digging team inside, was carried to the same spot in the compound. While the prisoners conducted gymnastics exercises, the men in the horse commenced digging an escape tunnel. At the end of each days exercises, a wooden board was placed over the tunnel entrance and covered with surface dirt. Using bowls for shovels, Williams, Lieutenant Michael Codner, and Flight Lieutenant Oliver Philpot dug for three months before finishing the 100-ft tunnel. On the evening of October 29, 1943, the three men made their escape. Traveling north, Williams and Codner reached Stettin where they stowed away on a ship to neutral Sweden. Philpot, posing as a Norwegian businessman, took the train to Danzig and stowed away on a ship to Stockholm. The three men were the only prisoners to successfully escape from the camps eastern compound. The Great Escape With the opening of the camps northern compound in April 1943, many of the British prisoners were moved to new quarters. Among those transferred were Bushell and the majority of the X Organization. Immediately upon arriving, Bushell began planning for a massive 200-man escape utilizing three tunnels designated Tom, Dick, and Harry. Carefully selecting concealed locations for the tunnel entrances, work quickly began and the entry shafts were completed in May. To avoid detection by the seismograph microphones, each tunnel was dug 30 ft. below the surface. Pushing outward, the prisoners constructed tunnels that were only 2 ft. by 2 ft. and supported with wood taken from beds and other camp furniture. Digging was largely done using Klim powdered milk cans. As the tunnels grew in length, scratch-built air pumps were built to supply the diggers with air and a system of trolley carts installed to speed the movement of dirt. For disposing of the yellow dirt, small pouches constructed from old socks were attached inside the prisoners pants allowing them to discreetly scatter it on the surface as they walked. In June 1943, X decided to suspend work on Dick and Harry and focus solely on completing Tom. Concerned that their dirt disposal methods were no longer working as the guards were increasingly catching men during distribution, X ordered that Dick be backfilled with the dirt from Tom. Just short of the fence line, all work came to a sudden halt on September 8, when the Germans discovered Tom. Pausing for several weeks, X ordered work to resume on Harry in January 1944. As digging continued, prisoners also worked on obtaining German and civilian clothing, as well as forging travel papers and identifications. During the tunneling process, X had been assisted by several American prisoners. Unfortunately, by the time the tunnel was completed in March, they had been transferred to another compound. Waiting a week for a moonless night, the escape commenced after dark on March 24, 1944. Breaking through the surface, the first escapee was stunned to find that the tunnel had come up short of the woods adjacent to the camp. Despite this, 76 men successfully transited the tunnel without detection, despite the fact that an air raid occurred during the escape which cut off power to the tunnels lights. Around 5:00 AM on March 25, the 77th man was spotted by the guards as he emerged from the tunnel. Conducting a roll call, the Germans quickly learned the scope of the escape. When news of the escape reached Hitler, the irate German leader initially ordered that all of the recaptured prisoners should be shot. Convinced by Gestapo Chief Heinrich Himmler that this would irreparably damage Germanys relations with neutral countries, Hitler rescinded his order and directed that only 50 be killed. As they fled through eastern Germany, all but three (Norwegians Per Bergsland and Jens MÃ ¼ller, and Dutchman Bram van der Stok) of the escapees were recaptured. Between March 29 and April 13, fifty were shot by the German authorities who claimed that the prisoners were trying to escape again. The remaining prisoners were returned to camps around Germany. In canvassing Stalag Luft III, the Germans found that the prisoners had used wood from 4,000 bed boards, 90 beds, 62 tables, 34 chairs, and 76 benches in building their tunnels. In the wake of the escape, the camp commandant, Fritz von Lindeiner, was removed and replaced with Oberst Braune. Angered by the killing of the escapees, Braune permitted the prisoners to build a memorial to their memory. Upon learning of the murders, the British government was incensed and the killing of the 50 was among the war crimes charged at ​​Nuremberg after the war.​​ Selected Sources PBS: The Great EscapeImperial War Museum: Great Escapes

Construction Practice Essay Example | Topics and Well Written Essays - 1000 words

Construction Practice - Essay Example In different types of procurements, the level of risk that the owner has to bear also differs. The control of the owner over the entire project also differs with the change in the method of procurement. Considering the nature of the project and the specific requirements of the owner with, I would suggest the traditional method of procurement for the purpose of constructing the specified things in the old building as well as for the parking lot on the nearby plot. The traditional form of procurement involves the appointment of a separate design team direct by the client. The team will develop the design in accordance with the client's design brief, arrange for a tender and subsequently administer the contract on site. The design and all the specifications should be completed in all aspects before the tenders from contractors are invited so that the owner can exactly understand the design and could make the desired changes as per the needs. The designer, who is specialised in the designs of architectural conservation and adaptive reuse of buildings, shall be able to comprehend the design exercise in a better manner and would there fore be able to provide appropriate design solutions that suit the structural requirements as well as the taste of the existing building. Adaptive reuse of a building requires specialised knowledge and there fore proper solution could only be achieved by appropriate designer. Since the owner has specific design requirements for the parking lot in terms of its architectural character with reference to the old building, I also suggest that the building to be designed by a specified designer so that the owner can exercise greater control over the process of design in order to achieve the desired result. For the construction purpose, a separate contractor can employed by the owner by being in consultation with the architect, to execute the design work which is normally under a standard joint contracts tribunal form of contract. Therefore in this case, the contractor and the design team shall be two separate bodies that are hired by the owner, both of them responsible to the owner. Here it is expected that the contractor exactly follows the instructions of the architect and in other words it can also be said that the architect is acting on the client's behalf to get the job completed effectively. The contractor quotes a lump sum amount for which he agrees to carry out the entire job. This also gives the client a control over the total budget of the project because once the quote is finalised, the contractor assumes the total risk of financial expenditures that are incurred during the construction part. In case of other methods of procurement like 'design and build', he would have lesser control over the design part of the building because both the duties of designing and building are been performed by a single team. Also there are fewer chances that the design team, responsible for carrying out the design for newer developments, have good knowledge of redevelopment in terms of the structure and the architectural styles of the old buildings. Since there is no division of responsibilities for designing and construction on the site, it shall be comparatively challenging for the client to achieve the de

NUTRITION Essay Example | Topics and Well Written Essays - 1500 words

NUTRITION - Essay Example During this time the lifespan of an individual could stretch to hundreds of years, according to science and history. The same fact conforms with the current reality, which shows a systematic reduction in the lifespan of individuals over the time. This reduction in lifespan has also corresponded on increasing shift from fresh vegetables to high-content proteins and junk food. The logical conclusion is that the increasing dependency of man on non-vegetarian foods is the one major cause of reduced span of living in the current civilizations. Fruits and vegetables fall under the food category of vitamins. The main purpose of vitamins is to protect the body. They build the body defenses by providing the immune system with the necessary nutritional support (Beezhold, Bonnie, Carol Johnston and Deanna 14). A consistent reliance by an individual on this kind of support will naturally produce positive results in terms of longevity and good health. In my opinion, the logic behind the long spans of life for the vegetarians revolves around the elimination of diseases from the body. Diseases have an attrition effect to the body. A person who does not consume fruits and vegetables regularly is more susceptible to diseases. On this account, it follows that the more a person, an individual, or a group relies on fruits and vegetables, the more they are likely to lead healthier lives. Vegetarians fall within this category. Fruits and vegetables are known to be oxidants. They eliminate poisonous substances from the body leaving it free from disease-causing pathogens. The natural defense bodies require consistent external support in order to provide the necessary support for the body. In this perspective, it becomes important to consider vitamins in terms of their capacity to shield the body from harmful substances that are resident in the various places, which meet the body. As such vegetarians have their body systems maintained at the highest levels in ways that protect them

Comparative Commentary Essay Example for Free

Comparative Commentary Essay Examine the use made by writers of innocence and/or ignorance, comparing the presentation of such elements and their effects on the individual works you have studied.  Ignorance has impeded human progress, impeded human prosperity. This very characteristic has tainted the world with injustice and allowed ignorant ones to abdicate responsibilities. Within the Greek tragedy Oedipus Rex, and the modern tragedy Death and the Maiden, Sophocles and Dorfman have focused upon this universal trait to depict a microcosm of the world with the political and social issues stemming from ignorance. The central theme of the pursuit of knowledge has been highlighted through employing ignorance as the fundamental trait of the protagonists within both plays. A hierarchical society is portrayed within both plays and male protagonists dominate the peak. They have the ultimate power and power provides soil for ignorance. The male protagonists are ignorant to accept the truth. In the exposition of Oedipus Rex, Oedipus declares You know me, the world knows my fame, I am Oedipus. The protagonist fully displays his power and ignorance has rooted upon his attitude. The notion of male superiority is also embedded within Death and the Maiden. Gerardo has the ultimate power in the household. In fact, he abdicates domestic responsibilities within the household. This is the son of a bitch that gave me a flatIf his wife happened to remember to fix the spare, right? Ignorance has been presented to readers at the exposition of the Greek tragedy Oedipus Rex. It has also provided the play with the central conflict. Oedipus murdered Lias at the intersection where three roads meet. The setting is highly symbolic as the father and son may have taken an alternative path. Yet, due to ignorance, they neglected this prospect and the quarrel was resolved by death of the father. Oedipus encrusted his soul with his fathers blood allowing the prophecy to partially unveil. Furthermore, Lias only surviving servant reported that they were attacked by a gang of thieves, ignorant to divulge the truth that Oedipus murdered the entire crew individually. This very lie caused Oedipus to blindly suspect others and ironically curse the murder. You said thieves-I cannot be the killer. One cant equal many. Purely ignorance has formed the basis of the central conflict within Oedipus Rex. Ignorance is also presented as a foremost quality within Oedipus. Through the climax of the play, Oedipus evolves from an impetuous, ignorant tyrant to a man of denial, a man enclosed by darkness, a tragic hero. The potent truth has elicited self-realization within the protagonist. Gradual revelation of truth has caused a gradual eradication of ignorance within Oedipus. He learns to accept his destiny. Ignorance is eliminated at the resolution of the play and the town of Thebes is redeemed from sin. Within Death and the Maiden, ignorance is also presented through the portrayal of male power. However, ignorance revolves around both female and male protagonists. It serves as a motif within this play and enhances the central theme of the pursuit of truth. There is a continuous implicit power struggle amongst the couple and Paulina is neglected until she gains power from the gun possession. Even then, Gerardo is reluctant to acknowledge the truth. Well die from excessive does of truth. Differ to Oedipus Rex, ignorance has a less significant role into forming the basis of the central conflict. In fact, Gerardo and Paulina do not step out of their ignorant character in the end. The handling of Roberto is also left ambiguous despite Paulinas promise to free Roberto. Perhaps this is the effect of the embedded trust-betrayal relationship between her and her husband as he had an affair while Paulina was tortured by Dr. Miranda. The trust-betrayal relationship allowed Paulina to neglect her promise and the destiny of Roberto is left unanswered at the resolution. Roberto too is ignorant. At the climax of the play, Paulina says But Im not going to kill you because youre guilty, Doctor, but because you havent repented at all. Dr. Mirandas ignorance has triggered the cycle of sin. His ignorance forbid him to repent. Therefore he could not be redeemed or forgiven. His consequences are left unrequited and Dorman depicts a rhetorical resolution. A parallel is drawn to the conseq uences of the country when oppressors do not repent. Through employing ignorance within the characters, Dorfman underscores the central theme of pursuit of truth. Within the two plays, Oedipus Rex and Death and the Maiden, the writers use ignorance as a powerful characteristic within the characters. The ways in which this trait is presented, however, is different. Oedipus grows and accepts fate while Roberto refuses sin. Sophocles and Dorfman have depicted a microcosm of reality comprising the social and political problems. Through ignorance, the writers have conveyed to readers that this trait has implanted sin within the society. Physical and spiritual wounds must be healed for human prosperity.

Exploring Amanda of The Glass Menagerie Essay -- Glass Menagerie essay

Exploring Amanda of The Glass Menagerie      Ã‚  Ã‚   Tennessee Williams has a gift for character. Not many playwrights do, and even fewer possess the unique ability to craft a character as paradoxical and complex as Amanda Wingfield. In The Glass Menagerie, Amanda is a very difficult character to understand because of her psychological disposition. Williams realizes this and provides the reader with a character description in hopes of making the character more accessible to meticulous analysis.    AMANDA WINGFIELD the mother. A little woman of great but confused vitality clinging frantically to another time and place. Her characterization must be carefully created, not copied from type. She is not paranoiac, but her life is paranoia. There is much to admire in Amanda, and as much to love and pity as there is to laugh at. Certainly she has endurance and a kind of heroism, and though her foolishness makes her unwittingly cruel at times, there is tenderness in her slight person. (Williams 781)    â€Å"Before the first lines are spoken Amanda's complexity is established†(Falk 126) by the nuances a... ...4. Falk, Signi. "The Southern Gentlewoman." Modern Critical Interpretations Tennessee Williams The Glass Menagerie. ed. Harold Bloom. NY: Chelsea House Publishers, 1988. Jackson, Esther Merle. The Broken World of Tennessee Williams. Madison: & of Wisconsin P, 1965. Parker, R.B., ed. Twentieth Century Interpretations of The Glass Menagerie. Englewood Cliffs: Prentice, 1983. Williams, Tennessee. The Glass Menagerie. Masterpieces of the Drama. Ed. Alexander W. Allison, Arthus J. Carr, Arthur M. Eastman. 5th ed. NY: Macmillan, 1986. 779- 814.

Ap World History 2010 Q3

WORLD HISTORY 2010 SCORING GUIDELINES Question 3 — Comparative BASIC CORE (competence) 0–7 Points 1. Has acceptable thesis. 1 Point †¢ The thesis must include both a valid similarity and a valid difference in methods of political control in two of the empires. †¢ The thesis must be relevant to the time period, but the dates need not be explicit. †¢ The thesis must be explicitly stated in the introduction or the specified conclusion of the essay. †¢ The thesis may appear as one sentence or as multiple sentences. †¢ A thesis that is split among multiple paragraphs or merely restates the prompt is unacceptable. The thesis CANNOT count for any other point. 2. Addresses all parts of the question, though not necessarily evenly or thoroughly. 2 Points For 2 points: †¢ Identifies at least one valid similarity and one valid difference in methods of political control. †¢ Discusses two empires but not necessarily evenly. For 1 point:†¢ Ident ifies at least one valid similarity or at least one valid difference in methods of political control. †¢ Discusses two empires but not necessarily evenly. 3. Substantiates thesis with appropriate historical evidence. 2 Points For 2 points: Must provide at least five specific pieces of evidence (at least two from each empire). †¢ Evidence must be within the designated time periods (e. g. , evidence from the Roman Republic or Qin dynasty is not acceptable). For 1 point: †¢ Must provide at least three specific pieces of evidence (at least one from each empire). †¢ Evidence must be within the designated time periods. 4. Makes at least one direct, relevant comparison between/among societies. 1 Point (The direct comparison may discuss either similarities or differences. ) †¢ To earn this point, the comparison must be made somewhere other than in the thesis. . Analyzes at least one reason for a similarity or a difference identified in a direct comparison. †¢ A nalysis (reason why) must be related to a similarity or a difference in methods of political control between the two empires. Subtotal 1 Point 7 Points  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. AP ® WORLD HISTORY 2010 SCORING GUIDELINES Question 3 — Comparative (continued) EXPANDED CORE (excellence) Expands beyond basic core of 1–7 points. A student must earn 7 points in the basic core area before earning points in the expanded core area. 0–2 PointsExamples: †¢ Has a clear, analytical and comprehensive thesis. †¢ Addresses all parts of the question thoroughly (as relevant): comparisons, chronology, causation, connections, themes, interactions, content. †¢ Provides ample historical evidence to substantiate thesis. †¢ Relates comparisons to larger global context. †¢ Makes several direct, relevant comparisons between or among societies. †¢ Consistently analyzes the causes and effects of relevant similarities and differences. †¢ Applies relevant knowledge of other regions or world historical processes. †¢ Discusses change over time (e. g. changing methods of political control as the empires began to decline). †¢ Recognizes nuances within empires. Subtotal 2 Points TOTAL 9 Points  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board.Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. ollegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. AP ® WORLD HISTORY 2010 SCORING COMMENTARY Question 3 Overview The intent of the question was for students to pick two of the stipulated empires — Han China (206 B. C. E. to 220 C. E. ), Mauryan/Gupta India (320 B. C. E. to 550 C. E. ), Imperial Rome (31 B. C. E. to 476 C. E. ) — and compare the ways those empires exerted political control over their populaces.Students were explicitly told to discuss both similarities and differences in methods of political control. Sample: 3A Score: 8 The essay contains a valid thesis in the second and third sentences of the first paragraph (1 point). In the fourth paragraph, the essay addresses a similarity (â€Å"Both empires had unstable borders†) and several differences, including â€Å"However, Han China dealt with the Turkic Huns through the tribute systems, thus placating them with gifts and avoiding costl y & expensive warfare, which Rome preferred when dealing with their enemies† (2 points).Although there is ample evidence for the Han, Roman evidence is limited by discussion of the Republic, which could not be counted. There is, however, enough evidence for 2 evidence points. In addition to the direct comparison listed above, there is another difference at the bottom of the second paragraph — â€Å"However, because there was less emphasis as a collective group in Rome, the political organization was a lot less structured than China’s† — which earned 1 point for the comparison and 1 point because the statement also involves an analysis.This essay contained a complex thesis, sufficient depth of comparison, and supporting evidence to earn 1 Expanded Core point. Sample: 3B Score: 6 This essay contains a valid thesis in the first paragraph (1 point) and addresses both similarities and differences (2 points). There is sufficient evidence for both the Maur yan/Gupta and the Han empires (2 points). The direct comparison is found in the second paragraph: â€Å"Han China and Maurya Gupta [sic] both consolidated their power through military buildup† (1 point).The essay attempts analysis in the next to the last paragraph but only analyzes the Han: â€Å"Due to their lack of a devout religion, China was able to assimilate the Huns when they began to invade China. † There is no analysis of a comparison of Han and Mauryan/Gupta methods of political control. Sample: 3C Score: 3 There is no valid thesis because the essay attempts to show a difference between Han and Rome in terms of the Roman Republic, which is outside the time period. The essay only addresses similarities, not valid differences (1 point).The evidence is sufficient for the Han, but the only valid piece of evidence for Rome is the statement that â€Å"He [Augustus] defeated Cleopatra and Mark Anthony making sure that Rome is politically secured† (1 point). M ost of the Roman evidence is prior to 31 B. C. E. and therefore did not earn credit. The essay has a valid direct comparison in the fourth paragraph: â€Å"The size of both empires was an issue that led to leaders ultimately losing political control of both empires† (1 point).  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.

Hassan’s Story Essay

A. Baru is using surface markings to identify the gender of a skull. What two major types of surface markings do bones have? a. The depressions and openings. B. Why are Liu and Hassan surprised to find a metopic suture on an adult skull? In which skull bone do metopic sutures occur? b. Because right after birth the left side and right side of the frontal bone are united by the metopic suture. They were surprised because this suture should have disappeared between the ages of six to eight years of age. C. What delicate skeletal structures are found inside the nasal cavity that might be missing from an excavated skull? c. The perpendicular plate D. How would Hassan and his team be able to tell the ages of the skeletal remains of the woman and baby? d. By the four main sutures such as coronal suture, sagittal suture, lambdoid suture and squamous sutures. E. What features of the vertebral column would the larger skeleton in the sarcophagus show to indicate it was female? e. The vertebral column of a male in about 71 cm (28 in.) for a female the vertebral column of a female would be about 61 cm (24 in.) F. What bone in the neck region other than cervical vertebrae may be damaged during strangulation or neck trauma? f. The hyoid bone. G. If the bones of a person found at the excavation site were mixed up and out of sequence, how could the anthropologists determine which vertebrae were cervical, lumbar or thoracic? g. Because the cervical bones are the smallest, the thoracic bones are larger than the cervical bones, and the lumbar bones are the largest. H. Why would bones with their hard structure, be subject to and show signs of the disease that destroyed this community? h. Because bones will show signs of wear and tear and can also be also be tested. I. What structure passes through the transverse foramina of cervical vertebrae that would cause death if damaged as in the child’s skeleton? i. Arteries

Free Essays on John Edwards

John Edward’s John Edwards was born in Seneca Carolina and raised in Robbins North Carolina in a small town there he had learned how to do hard work from his father Wallace Edward’s who worked in toxic mills and his mother who ran her own shop and worked in the post office to. And this is how John came to believe that all Americans deserve a equal chance to succeed. John was a good student and got good grades and he was the first of his family to attend collage. He went through North Carolina State University were he graduated in 1974. Than he went on to earn a Law degree from the University of north Carolina at Chapel Hill. John went on to join political positions and in congress he emerged quickly as a champion for the issues that make a difference to America. While John was a member of the Select Committee on Intelligence he has worked hard to make a strong national defense and to make are security homeland much stronger. John Edward be leaves that we should stop the creation of new concentrated animal feeding operations. And he also be leaves that we should ban packer ownership to help family farms and that we should fully fund the conservation security program, And Reduce air and water pollution from large live stock operations. John be leaves that the students should vote for him because he will have collage for everyone will provide tuition to public universities and community collages. He will also have collage affordability he will pay for education cost for students who make a 5 year commitment to teach where top-flight teachers who are short in supply. And other reasons why you should vote for John Edward’s is that he wants to enforce the trade agreements. An Example is that we have a 100 billion dollar trade deficit with China the largest in history between any 2 nations in part of lax Chinese trade law enforcement he say’s it’s time to hold other countries to their commitments. He also w... Free Essays on John Edwards Free Essays on John Edwards John Edward’s John Edwards was born in Seneca Carolina and raised in Robbins North Carolina in a small town there he had learned how to do hard work from his father Wallace Edward’s who worked in toxic mills and his mother who ran her own shop and worked in the post office to. And this is how John came to believe that all Americans deserve a equal chance to succeed. John was a good student and got good grades and he was the first of his family to attend collage. He went through North Carolina State University were he graduated in 1974. Than he went on to earn a Law degree from the University of north Carolina at Chapel Hill. John went on to join political positions and in congress he emerged quickly as a champion for the issues that make a difference to America. While John was a member of the Select Committee on Intelligence he has worked hard to make a strong national defense and to make are security homeland much stronger. John Edward be leaves that we should stop the creation of new concentrated animal feeding operations. And he also be leaves that we should ban packer ownership to help family farms and that we should fully fund the conservation security program, And Reduce air and water pollution from large live stock operations. John be leaves that the students should vote for him because he will have collage for everyone will provide tuition to public universities and community collages. He will also have collage affordability he will pay for education cost for students who make a 5 year commitment to teach where top-flight teachers who are short in supply. And other reasons why you should vote for John Edward’s is that he wants to enforce the trade agreements. An Example is that we have a 100 billion dollar trade deficit with China the largest in history between any 2 nations in part of lax Chinese trade law enforcement he say’s it’s time to hold other countries to their commitments. He also w...

People Bingo Game for Adults in the Classroom - List No. 2

People Bingo Game for Adults in the Classroom - List No. 2 People Bingo is especially fun when you make your own cards, whether youre playing in the classroom or at a party. Choose characteristics for your cards that match the people playing, if you know them. If you dont know your participants, choosing ideas for your cards can be even more fun. Go wild! You just never know what youll find! Here are some ideas to get you started: Makes snow goddesses (or snowmen!)Shops with couponsStill has their childhood baby dollHas liver spotsListens to Twisted SisterHas a child who still believes in SantaWears ornaments as earringsRefuses to make New Years resolutionsCan remember Mrs. BeasleyDoesnt like chocolateDoesnt wear a watchPlays the pianoDoesnt like pizzaKnows what Weebles are, and that they dont fall downLikes breakfast for dinnerSecretly loves mathOwns a Madonna CDLives on a riverDoes their own taxesHas eaten mud piesCan tell the difference between Coke and PepsiHas won a pie-eating contestReads a book a weekLoves walking in the rainCan stand on their handsHas never flown in an airplaneHas worn a lampshade at a partyLoves to bakeEats chocolate when stressedCarries bugs outsideCant tell jokesWatches I Love Lucy  rerunsBelieves Elvis Presley is aliveHas fuzzy dice hanging from the rear view mirrorLoves getting a pedicureCuts their own hairHas eyes of different colorsUsed to wear leisure suitsFights for the unde rdog Loves being in the woodsLikes masquerade partiesLikes caviarHates technologyAlways wears sunblockGets freckles instead of a tanLoves cocktails with little umbrellasLikes wearing a tiePrefers cowboy bootsPlays with Play-Doh These are the printable instructions for People Bingo.  Youll find everything People Bingo related in our collection: People Bingo Idea List No. 1People Bingo Idea List No. 3People Bingo Idea List No. 4People Bingo Idea List No. 5​

Legalisation of Sex Work Outline Example | Topics and Well Written Essays - 750 words

Legalisation of Sex Work - Outline Example The Policing and Crime Act 2009 delineates stringent liability offence criminalising customers of sex workers that are subjected to mistreatment. These provisions were intended to decrease demand for sex workers, hence associated human trafficking. The Policing and Crime Act 2009 further introduced soliciting offences in Northern Ireland, Wales, and England. The legislation, therefore, prohibits imploring a person in public places like streets and parks to get sexual services from the individual as a sex worker. Law in Netherlands Criminal Code 8, a legislative piece that banned brothels, was lifted in the year 2000. The lift made way for regulation of sex work under both labour and administrative laws. This ban lift also made it possible for the government to treat sex work as ordinary labour. The Dutch Penal Code also ceased to treat prostitution by adult males or females as a crime following the landmark 2000 change. This applies provided the sex worker consents to the transaction . This implies that it is legal for a person to operate a prostitution business, as long as it involves consenting adults aged 18 and above. The current legislative piece 273f CC9 deems certain elements of sex work criminal. These include violence or threat of aggression, coercion, deception, and abuse of power regarding both recruitment and working conditions. These elements, combined with undesirable forms of sex work like involuntary sexual exploitation of minors, are more strictly penalised under the current law in Netherlands.

Should the English language be the international language Essay

Should the English language be the international language - Essay Example English has now become the language of international communication† (Kirkpatrick 1). Today English is the official language of many international organizations like the United Nations and the International Olympic Committee. For a language to be given the status of an international language, it needs to meet certain criteria. For example, neutrality, it is important for the language to be neutral. It should be able to express many concepts as a natural language; English is considered one of the most expressive languages as it has more words than any other language. It should have flexibility, where speakers have the flexibility even to coin a new word. English as a language meets these criteria to a certain extent. English also has continuity. It is one of the only languages that come closest to meeting al the criteria, therefore closest to be an international language. Many people believe that learning to read, write, and speak English would give them a better future, with many more opportunities open to them. At a global level, knowing to communicate in English gives people more access to higher levels of the labor market, and enables people to interact at a global level. Knowing English also gives people greater access to growing technologies and therefore, provides wider access to knowledge. It is considered a necessity to know English to survive in a global community where competition is high and so is the survival rate. It is easier for a person who knows to communicate in English to survive in today’s world than for a person who does not know English. It does not matter what the accent of that person is, or whether that person is a native speaker or not. Today, it is important to know English if you wish to benefit from technological and scientific research and benefit from business contacts. English is the primary ‘lingua franca’ language today, which means it is one of the