Kings Argument in A Letter from Birmingham Jail Essay example -- Luth

King's Argument in A Letter from Birmingham Jail In Dr. King's essay 'Letter from Birmingham Jail' he addresses the claims made about his arrest by the eight clergymen. His responses are very long and detailed, giving a very compelling and moving point of view. His letter is directed to his audience, which consists of white middle class citizens who Dr. King refers to as the 'white moderates'. Dr. King's letter is very persuasive because his use of pathos makes the audience think or imagine themselves in the situation. It is very poignant of him to write his letter this way. He is in touch with the views of his audience, which makes a greater impact on his readers. Dr. King uses antecdotes to make his readers see the injustice that would continue if there were no changes. It helps his audience to feel that they are a very powerful part of this issue and that they can make a difference. Dr. King uses imagery in his writing that makes the audience visualize what he has seen. He knows that the white moderates have strong family values, so he reaches out to them by providing stories about children. There is one story about a little girl who has just seen an ad on television and when she asks her father if she can go, he has to look his daughter in the eye and tell her that ?Funtown is closed to colored children?(King 561). He then goes on to explain about how that forces that young child to grow up to feel inferior and to begin to hate because she has darker skin than the other children do. Then there is another story about the family taking a cross-country vacation and having to sleep night after night in the uncomfortable corners of your automobile because motels would not accept colored people (King 561). It ... ...ll of the charges that were brought upon him and he answers them all in full detail and truth. He addresses his audience with honesty and respect, without making his readers feeling like they were being vanquished. Instead they were being made aware of what their actions were doing to society, and that they could make a difference. Dr. King uses a very strong pathos while speaking to his audience. He helps them to see things from his perspective. He uses detailed stories that make the reader feel like they are seeing what is going on. He also uses his ethos to show his respect for the audience, which in turn puts a positive spin on the negativity of the whole situation. Bibliography: Works Cited King, Martin Luther, Jr. ?Letter from Birmingham Jail.? Writing Arguments. Fifth ed. Ed. John Ramage, et al. Boston: Allyn & Bacon, 2001. 558-69.

How to Make Oreo Truffles

How to Make Oreo Truffles Are Oreo Cookies one of your favorite snacks, if so, Oreo Truffles are definitely something you need to try? This recipe is fast and super easy to make, and it is also a crowd pleaser. This recipe is one way to really indulge into the Oreo fun. After making this delicious dessert it would turn your favorite cookie into an amazingly delicious truffle. First, you will need to get the equipment and ingredients you will need to make the Oreo Truffles. There are several pieces of equipment that are necessary: a Ziploc bag, baking rolling pin, blender, a bowl, 2 spoons, microwave, baking pan, and a cookie sheet.The most vital part of this recipe is the ingredients. The ingredients that you will need are 1 package of Oreo cookies; you can get the regular or double-stuffed cookies, 1 package of 8 ounce Philadelphia cream cheese; however you should avoid fat- free because it can alter the texture or taste of the truffles, and 1 lb of semi-sweet chocolate or white cho colate chips. Now that you have the equipment and ingredients needed to make the truffles, it is time to prepare the recipe. Pre-crumbling the cookies is something you must do when you are preparing your ingredients.Open the bag of cookies and put them all inside the Ziploc bag. Once all the cookies are in the bag, seal tightly and lay bag on a flat surface. Take the baking rolling pin and start rolling the pin over the bag until all cookies are crumbled. When you are finish with this process you may notice that some of the cookies are not crumble as finely as you want them to be, so then you must use the blender. Pour the cookies crumb inside the blender and cut four ounces of cream cheese. After cutting the cream cheese put it inside the blender also.Once you have the cookies crumb and cream cheese inside the blender, mix together until you get a consistent color and texture. Then you will take a spoon and pour mixture inside a bowl and refrigerate for about 30 minutes to 1 hour. While the mixture is being refrigerate you can clean up the mess and wash the equipment that you used. Now that the mixture have refrigerated, it is time to shape the balls. Take a spoon full of the mixture and try to make it as even and round as you possibly can.Roll mixture in the palm of your hands until it turns into a 1 inch circular ball. Place the ball inside a baking pan on a cookie sheet. Repeat this process until all the mixture is used up and you should have about 40-45 balls for each recipe. Refrigerate the balls for 15 minutes. As the balls refrigerate you can now open the bag of chocolate chips, pour into a bowl, and microwave until all chips have melt. When the 15 minutes is up take the balls out of the refrigerator and dip each one in the chocolate by using 2 spoons.Place each ball back on the cookie sheet and let them set until all the chocolate have hardened. Once the chocolate is hardened; you are now finish with the recipe. If you want to add a little decorations to the truffles you can use what is left of the chocolate to make zigzags patterns. After you are finish with the recipe it is now time to serve, eat, and enjoy these amazingly Oreo truffles. While eating these truffles you can really enjoy them with a cold glass of milk, but it is optional. † Dig in,† and hope you enjoy such a delicious dessert.

The Females Headcoverings Essays - 2075 Words

Genesis5 24:65 → Rebbecca covers herself with her veil/shawl6 when she sees her future husband for the first time. Genesis 38:14,19 → Tamar covered herself with a veil7 as part of her attire as a prostitute 8 Numbers 5:18 → The priest uncovers9 the head of a woman accused of adultery 10 Isaiah 3:20 and 3:23 → God removes various fashion accessories of prideful women11, 12, 13 Song of Solomon 5:7 → The wifes veil/shawl14 was taken by the city watchmen Song of Solomon 4:1,3 6:7 → The wifes temples and eyes are behind her veil15 Isaiah 47:2 → God shames the â€Å"daughter of Babylon† by removing her veil16 and skirt The Males Headcoverings . Exodus 28:4, 37, 39; 29:6; 39:2817 31; Leviticus 8:9, 16:4 → Part of the priests†¦show more content†¦Alan Ingalls of Baptist Bible Seminary summarizes the Old Testament passages:35 Men put on headcoverings as signs of humility or mourning. Women put on headcoverings as signs of dignity and modesty. Headcoverings In The New Testament 1st Corinthians 11:2-16 (NASB)36 (2) Now I praise you37 because you remember me in everything and hold firmly to the traditions, just as I delivered them to you.38 (3) But39 I want you to understand that Christ is the head of every man, and the man is the head of a woman, and God is the head of Christ. (4) Every man who has something on his head while praying or prophesying40 disgraces his head. (5) But every woman who has her head uncovered while praying or prophesying disgraces her head, for she is one and the same as the woman whose head is shaved. (6) For41 if a woman does not cover her head,42 let her also have her hair cut off; but if it is disgraceful for a woman to have her hair cut off or her head shaved, let her cover her head.43 (7) For a man ought not to have his head covered, since he is the image and glory of God; but the woman is the glory of man. (8) For man does not originate from woman, but woman from man;44 (9) for indeed man was not created for the womans sake, but woman for the mans sake.45 (10) Therefore the woman ought to have a symbol46 of authority on her head, because of the angels. (11) However, in the Lord, neither is woman independent of man, nor is man

Environmental Problems - Free Essay Example

Sample details Pages: 4 Words: 1278 Downloads: 7 Date added: 2019/03/14 Category Ecology Essay Level High school Tags: Global Warming Essay Did you like this example? Global Warming Global warming is an increasing problem among us. According to National Geographic, temperatures on Earth are rising over twice as much as they were in 1968. Global warming is an atmospheric trend forecast by scientist as a result of global increases in atmospheric carbon dioxide and several other gases (Marsh Grossa, 434). Don’t waste time! Our writers will create an original "Environmental Problems" essay for you Create order The reason temperatures are on the rise is due to majority of human action. Many scientists believe the later part of the 19th century is when human activity began influencing the change in climate, but new studies bring the date forward to the 1830s. As humans began industrialization the chemistry of the atmosphere was altered with an addition of CO2. The period prior to this change is referred to as the â€Å"pre-industrial era† and the period following the change is simply referred to as the â€Å"industrial era†. Although it is difficult to determine the exact time at which humans began drastically influencing climate change, we can get a general idea from what scientists call the â€Å"time of emergence†. Warming in the Arctic began in the 1830s and scientists have seen the fastest temperature rises in the world occur there, which is known as Arctic Amplification. While the continent does not show consistent warming throughout, the parts of the Arctic which have warmed the most considerably are the Antarctic Peninsula and West Antarctica. The Southern Hemisphere had a slower response, beginning to show signs of warming in the late 1890s. However, a clear signal of global warming in this area did not present itself until the 1960s. The onset of global warming in the tropical ocean area occurred earlier than is usually assumed from records that focus on the Northern Hemisphere’s land temperatures. Sustained warming began in the early 19th century and has steadily continued until today. Changes in temperature and rainfall in different parts of the world signified this over time. Prior to the 19th century volcanic eruptions were causing the Earth to cool, but following this warming was accelerated beyond what could be explained by the Earth’s natural climate readjustment. Without the increase of pollution from industrialization the warming would have likely leveled off before the start of the 20th century. Global temperature rises in response to to the increasing amounts of CO2 in the atmosphere, known as climate sensitivity. Another issue affecting global warming is greenhouse gas emissions. According to LiveScience, greenhouse gas is any gaseous compound in the atmosphere that is capable of absorbing infrared radiation. Thereby trapping and holding heat in the atmosphere. By increasing the heat in the atmosphere, these greenhouse gases are responsible for the greenhouse effect. The most known greenhouse gases are water vapor, carbon dioxide, methane, and nitrous oxide. Even though oxygen is the second most abundant gas in the atmosphere, oxygen does not absorb thermal infrared radiation. The formal definition of greenhouse effect from Dictionary.com is â€Å"The trapping of the sun’s warmth in a planet’s lower atmosphere due to the greater transparency of the atmosphere to visible radiation from the sun than to infrared radiation emitted from the planet’s surface†. According to NASA, 30% of the radiation striking Earth is reflected back to space. The remaining 70% is absorbed throughout the land and oceans. If the gas emissions continue then extreme weather, rising sea levels, plant and animal extinctions, ocean acidification, and major shifts in climate will be inevitable (LiveScience, 2015). Coal has one of the largest impacts on global warming. Coal has multiple environmental impacts, but has the most harmful and long-term effects on global warming (Coal and Air Pollution, 2017). Human activity is causing the irreversible damage of climate change from burning coal. According to Coal and Air Pollution, some of the consequences include heavy rainfall and strong storms, loss of species, heat waves, increasing temperatures and sea levels. When burned, coal emits carbon dioxide and when mined emits methane gases which is the cause of the harmful environmental effects. Carbon dioxide emissions from the burning of coal is one of the main reasons for global warming. For every gram of carbon burnt, there are approximately four grams of carbon dioxide produced. Coal may have up to 60-80% carbon in it depending on the type (Coal and Air Pollution, 2017). Methane is a gas that is found in areas that coal is formed, such as swamps. When humans mine coal it releases the methane gases into the atmosphere. Around 10% of methane emissions are due to coal mining. According to Coal and Air Pollution, methane is 86 times more harsh than carbon dioxide at trapping heat over 20 years and 34 times more harsh over 100 years. According to these statistics, it is obvious that the emissions from coal are harmful to the environment. If humans do not change the way they partake in these activities, global warming is going to continue to be a problem for the world. Some alternative energy sources that are better for the environment would be: solar power, wind power,hydro power, tidal power, wave energy, geothermal heat, and biomass(Alternative Energy Renewables). Solar power is energy provided by the sun. We can use this energy to get electricity in our homes and to heat the water we use. A very common use of solar energy is a swimming pool. Solar power does not give off any pollution or carbon dioxide. You can only use this energy if you have the specific technology to capture the energy. Another way you often see solar energy being captured is through the solar panels some people put on their roof(Factors Affecting Gasoline Prices). The next form of energy we could use would be wind power. The way we would use this energy would be through turbines. Wind power is one of the fastest growing alternative energy resources(Factors Affecting Gasoline Prices). Hydro power is one of the oldest energy sources and one of the most used. Another form of energy that should be used is tidal power. Tidal power is energy captured by the movement of water. Tidal energy is kinetic energy in the ocean’s tides. Tidal turbines are also used to generate energy. When water moves through the turbine, energy gets created. Wave energy should also be used more. There is a lot of energy in waves. Wave energy is generated by waves going through a turbine. This is almost how a dam works(Factors Affecting Gasoline Prices). Another form of energy that should be used is geothermal energy. Geothermal energy is energy that comes from Earth’s core by magma. The geothermal energy is used to heat different houses and buildings. It can also be used to heat the water we use. We also used biomass for energy. The biomass fuel we use the most is wood(Factors Affecting Gasoline Prices). It is the primary fuel for heating and cooking in many developing countries. Works Cited â€Å"Alternative Energy Renewables.† Global Greenhouse Warming, www.global-greenhouse-warming.com/alternative-energy.html. â€Å"Causes of Global Warming.† National Geographic, National Geographic, 14 July 2017, www.nationalgeographic.com/environment/global-warming/global-warming-causes/. Accessed 6 Dec. 2018. â€Å"Coal and Air Pollution.† Union of Concerned Scientists, 19 Dec. 2017, www.ucsusa.org/clean-energy/coal-and-other-fossil-fuels/coal-air-pollution#.XAlflPZFw 2w. Accessed 6 Dec. 2018. Factors Affecting Gasoline Prices Energy Explained, Your Guide To Understanding Energy Energy Information Administration, www.eia.gov/energyexplained/index.php?page=renewable_home. Lallanilla, Marc. Greenhouse Gas Emissions: Causes Sources. LiveScience, Purch, 10 Feb. 2015, www.livescience.com/37821-greenhouse-gases.html. Accessed 6 Dec. 2018. Marsh, William M., and John Grossa, Jr. Environmental Geography Science, Land Use, and Earth Systems. 3rd ed., Hoboken, John Wiley Sons, Inc., 2005, p. 434. Pidcock, Roz. Scientists Clarify Starting Point for Human-Caused Climate Change. Carbon Brief Clear on Climate, 24 Aug. 2016, www.carbonbrief.org/ scientists-clarify-starting-point-for-human-caused-climate-change. Accessed 6 Dec. 2018.

A Critique of Philosophical Approaches to Criminal Justice...

A Critique of Philosophical Approaches to Criminal Justice Reform People are arrested every day in the United States. They are put on probation or sent to jail, and sometimes they are let out on parole; there are millions of people affected. In 1995 alone there were over five million people under some form of correctional supervision, and the number is steadily increasing. The incarceration rate is skyrocketing: the number of prison inmates per 100,000 people has risen from 139 in 1980 to 411 in 1995. This is an immense financial burden on the country. Federal expenditure for correctional institutions alone increased 248% from 1982 to 1992. Obviously something has to be changed in the justice system. If the crime rate is rising this†¦show more content†¦Then there are people who cannot be cured by any amount of psychological therapy. They will sit through the counseling sessions, perhaps play along with the therapists games, but once released, they will rà ©sumà © their criminal habits. And even among those who can be positively affected by psychological treatments, there are so many different psychological disorders and personal idiosyncrasies that no single treatment plan can cure all of them. Another argument against the therapeutic model of criminal justice is this: people pay thousands of dollars a year to see psychiatrists, completely of their own accord. If people are willing to pay for this, why should they avoid committing a crime, if the only punishment they are likely to receive is psychological treatment? The therapeutic model is not only a poor deterrent, it has the potential to increase the crime rate. Psychiatric treatment is expensive. If one could obtain counseling for free simply by getting oneself thrown in jail, I think that many people would do so without hesitation. People who would otherwise commit no crimes could very well choose to do something they wouldnt otherwise think of. Obviously the therapeutic model is no solution. Other people propose a solution combining the retributive and thera peutic models of justice, which is more of a utilitarian view. They would have criminals sent to jail for their crimes, and given psychologicalShow MoreRelatedMoral Theories Of Utilitarianism And Deontological Ethics1266 Words   |  6 Pagesthen seeking greatest happiness principle. Hence, Deontology helps in equal rights for all regarding legal decisions, however, it fails to address human beings as having emotions rather focuses on extreme sense of duty (Moreland, 2009). When both approaches are compared, Utilitarianism is found to be less adequate as it undermines the rights of humans when greatest benefits are considered. 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Organization of Educational Institutions free essay sample

While a private liberal arts college may have a large board of trustees, and a public research university nested in a state system no trustees of its own, the vast majority of public and private universities are overseen by an institutional or system-wide governing board. This somewhat paradoxical combination Of distinctiveness and uniformity reflects the unique characteristics of individual colleges and universities, and the shared-task environment (including strategic planning, fiscal oversight, curriculum planning, and student affairs) common to American postsecondary institutions.Scholars of higher education view many aspects of private colleges and universities as significantly different than public universities. Yet the reliance on bureaucratic organizational structures and the belief in search, advanced instruction, and service at both types of institutions shape many aspects of public and private university governance structures in a fairly uniform manner.The organizational s tructure of colleges and universities is an important guide to institutional activity, but not the only one. Scholars of higher education have developed a variety of multi-dimensional models of organizational behavior that also shed considerable light on college and university structure and process. Multi-dimensional models seek to explain organizational behavior across institutional types, and in various institutional activities.The models vary somewhat in the number of dimensions incorporated, from J. Victor Baldrics three dimensions (bureaucratic, collegial, and political) and Lee Bellman and Deterrence Deals four-cornered frame (structural, human resource, political, and symbolic) to Robert Birdbrains five dimensions (bureaucratic, collegial, political, anarchical, and cybernetic). These models are quite helpful in thinking about organizational structure and process within colleges and universities.The same institution may evidence a bureaucratic, hierarchical decision-making process in its central administration, and a collegial process in its academic senate. It is a combination of organizational structure and process that shapes college and university behavior. Public and private colleges and universities of all types incorporate key authority structures, including a gov erning board, a president or chancellor, a cohort of administrative leaders, and an academic senate. In public institutions these core organizational entities collaborate with such external authorities as state and federal political leaders, community organizations, and members of the public, as well as business interests and philanthropic foundations. These external organizations routinely interact tit and shape the policies and procedures of the universitys internal organizational structures. The degree of uniformity in private and public college and university organizational structures has been shaped by the nature of demands on the postsecondary system since the mid-twentieth century.Although the key governance structures of colleges and universities were present prior to the turn of the twentieth century, the full scope of the universitys multifaceted organizational structure, most scholars agree, was not realized until after the rise of the research university, in the wake of World War II. In 1 963 then-president of the University of California system, Clark Kerr, described th e postwar American university as a multiversity. The term captured the increasingly complex organizational and governance structures required to negotiate its ever-expanding task environment.Governing Boards A universitys governing board, also known as the trustees, regents, or board of visitors, possesses fundamental legal authority over the university. The authority of the governing board is vested in it by the state wherein the school resides or, particularly in the case of older, private institutions, by legally binding royal or colonial charters. Both public and private governing boards are generally constituted of citizen trustees. In the public case those trustees are often political appointees who serve as a fundamental link between the institution and state and national political structures.In the United States the tradition of lay oversight of colleges and universities can be traced to the founding of Harvard College in 1636. Subsequent private colleges adopted this form of governance, which the U. S. Supreme Court deemed constitutional in its Dartmouth College decision of 1819. Public colleges and universities followed suit, although on the public side the role of oversees in trustee appointments and the key role of legislative funding in institutional development has meant that the states play a central role in the governance Of the institutions.The federal government has influenced the organization of higher education primarily through legislation-the Merrill Acts, the Higher Education Acts, and the G. L. Bill, for instance-that reinforced decentralized governance and, hence, the authority of institutional governing boards at both public and private institutions. As John Millet noted, It has long been evident that it is the state governments rather than the federal overspent that carry the primary authority and responsibility for higher education in the United States (p. 1).Governing board members at public institutions typically arrive at the trustee table by one of four paths: direct appointment by the governor; ex-officio appointment; gubernatorial ap pointment subject to approval of the state legislature; and less free intently, election by popular vote. Public university board members represent the citizens of the state and the terms and conditions of their service are often defined by institutional charter or state constitution. Private boards are nearly self-perpetuating, with new trustees chosen by the membership of the standing board.While private colleges and universities benefit considerably from public subsidies and support, private boards are not subject to the same degree of external scrutiny or intervention as are public boards. By Google Canadian University Earn an International Degree from UK University. Get Free Information Multifariousnesss. Com Highly Trusted Sponsor Get Recognized Degree in Business Apply NOW ABE, AM, BAA ABA, BBS.. Www. Strangleholds. Com study MusiC Attica Leading Undergraduate Courses Find out more! Sydney, Australia www. CACM. Du. AU Vienna MBA: US Accredited Global Perspective, Am.University top faculty, flexible evening prop www. Webster. AC. At equally g nonprogrammer,l Mpoor Knack, Ton a Ahoy WV. ALLS. Our The formal responsibilities of university governing boards are significant even as they are few in number. They include preservation of the university charter; institutional performance evaluations; fundraising; liaison with external agencies and political bodies; budget approval; oversight of campus policies and investment strategies; and, perhaps most important, hiring and evaluating the ongoing performance of the university president.Because of their visibility, symbolic importance, and control over policies with significant political salience, public university boards became subject to increasing challenges from a variety of interests in the last two decades of the twentieth century. These challenges were accompanied by demands for non-partisan board appointments and trustees that are more representative of the broader society, as well as calls for increased scrutiny of potential conflicts of interest.Boards were also challenged by governors and legislators concerned about issues ranging from rising costs to faculty ideology. A response to the eighteen pressures on governing boards was a push for improved trustee education programs in several states in the pursuit of more open and effective governance processes. Given its myriad responsibilities and powers, a strong argument can be made that the board is the most powerful governing agent of the modern university.The President The liaison between a postsecondary institution and its governing board is the highest ranking executive officer, a president or chancellor. The president provides overall leadership to the institution and presides over its academic and administrative bureaus. The president generally works closely with a robots, who is responsible for academic affairs, and a chief financial officer, who oversees the institutions fiduciary operations. The president serves as the lead fundraiser, and as a key representative of the university and its academic community to external agencies and actors. Residential duties include fostering a positive public image of the institution as a site of higher learning, maintaining a close relationship with the institutional governing board to further the presidents agenda, and forging points of common cause and agreement with the entire university community and its constituents. Since World War II the job of university president has become considerably more complex, and in many ways more constrained. Presidential authority has been eroded as boards and external actors have gained more legitimate roles in university governance.Presidential satisfaction has declined, and the average presidential tenure is shorter than before World War II. No responsibility consumes the modern-day presidents time and energy more than his or her role as the institutions principal fundraiser, a task made especial ly difficult because it requires extensive time away from the institution. While presidential fundraising has been a function of private universities for centuries, the emergence of significant public university fundraising in the 1 sass and sass is a major development. Fueled by decreasing state and federal support in recent years, public universities have been forced to take on a more significant share of their own funding with development playing a major role in this process. Faculty The formal governing body of the faculty at the institutional level is the academic senate, a body generally comprised of tenured and tenure-track faculty from the various disciplines and professional schools. The faculty senate and its attendant committees provide elected faculty liaisons to the university board and president.A primary function of the senate is to represent the voice of the faculty in matters of university governance. [pick Each school or college within a university is under the direction of a dean. A chairperson or department head supervises individual departments of instruction. Faculty members are ranked, in descending order, as professor, associate professor, assistant professor, and instructor. Faculty of various ranks may or may not be tenured, depending on the institution.Faculty members can be dismissed from their posts unless and until they have been granted tenure, a term denoting a measure of academic job security that is earned through a combination of demonstrated teaching, research, and service contributions. The faculty generally has significant influence over the hiring of new faculty members, tenure and promotion procedures, the university curriculum and graduation requirements, and admissions criteria. While the role of the faculty in governance was at one time largely advisory, over time the faculty has become increasingly engaged in policy formation.In any cases the faculty possesses significant authority over academic affairs. Faculty representatives are often found on governing boards, in formal or informal (non-voting) positions. The formal authority Of the faculty may be codified in institutional charters or in the standing rules of institutional governi ng boards. A number of other factors and informal agreements shape the degree to which faculty are involved in institutional affairs. Many colleges and universities ties have a commitment to a process of shared governance that incorporates the faculty in various aspects of institutional decision- asking.A collegial relationship between the faculty senate and the college or university president is a key component of shared governance, as is the relationship between the faculty senate and the institutional governing board. Faculty authority is also shaped by the strength and reputation of the institutions academic departments and departmental leadership, as well as the facultys symbolic importance as teachers and producers of knowledge, and the legitimacy provided by individual faculty members professional expertise. National organizations also contribute to the legitimacy and organizational standing of the American professor.Among these, the most prominent is the American Association of Univers ity Professors (AUP). Established in 191 5 to advance the collective interests, ideals, and standards of the fledgling university professor, the ALP has since that time become best known for its role in the defense of academic freedom and tenure. The Japes clearest articulation of this role can be found in its declaration, Statement of Principles on Academic Freedom and Tenure (1995). Over time the JAPE has developed initiatives on other aspects of faculty life, including shared university governance.In the last two decades of the twentieth century research on faculty turned attention to the rapid growth in the percentage of non-tenured and non-tenure track faculty in colleges and universities, a shift with significant implications for the organizational structure and governance of those institutions. Administration and Staff Internal university administration is composed of two interrelated administrative cohorts: one is responsible for the oversight and administration of academic affairs; the other is charged with institutional administration. The academic and institutional administrations are often in inflict with one another.The growth of the institutional administrative cohort after World War II has led to what some res earchers perceive as disproportionate influence on the part of the institutional administration. The increasing growth and autonomy of the institutional administrative cohort also challenges the traditional perception of the overall mission of the universitys administration as one of academic support and facilitation. As Amity Edition (1964) has noted, there is an essential tension in organizations such as colleges and universities that are driven by professional expertise but deed by administrators.This has produced demands for a cohort of administrative leaders who can bring professional education and credentials to institutional managerial practice. Within the academic administration, the president presides over a hierarchy that generally consists of a number of senior officers, including a university provost, and the deans of individual colleges and professional programs. Academic administrators are traditionally drawn from the faculty ranks, where departmental leadership positions serve as preparation for university-wide academic leadership roles.The managerial cohort of the institutional administration is led by a chief financial officer and various senior executives. The chief financial officer provides leadership and direction to a host of administrative functions that generally includes student services, institutional support, maintenance and operation of the physical plant, and auxiliary enterprises. These individual units in turn encompass smaller departments responsible for more specialized services. The latter part of the twentieth century witnessed increased demands for greater efficiency, productivity, and entrepreneurial management at colleges and universities.Efficiency initiatives in particular, including outsourcing of institutional functions and the hiring of adjunct faculty, engendered significant internal conflict between the managerial and academic administrations. Students Historically students have not had a significant role in the organizational structure or governance of colleges and universities. During most of the nineteenth century, college administrations followed a practice of in loco parents, an educational philosophy that led university administrators and faculty members to oversee the academic advancement and personal induct of their students very closely.Over time a gradual loosening of the institutional academic and social oversight occurred, a result of the universitys incorporation of the German university model that emphasized greater student and facu lty freedom. The heightened social and intellectual autonomy available to undergraduates encouraged students to seek greater involvement in university governance and administrative affairs. Student interest in university organization and governance increased significantly in the sass. In the aftermath of student unrest and demands for increased detent involvement in campus affairs, a degree of student participation on university boards, search committees, and faculty senates has become commonplace. Many colleges and universities include a student representative in either an advisory or voting position on the board of trustees. In addition, students often have their own network of parallel undergraduate and graduate governance organizations headed by a student body president and elected representatives that have contact with university officials, such as the president and the board.Future Prospects As the American university moves into the twenty-first century, a number of actors, including the increased complexity of institutional functions, changing student demographics, demands for entrepreneurial behavior, technological innovations, and increases in external interest group interventions will significantly challenge existing organizational structures and process es. The rapid growth in demand for continuing education and the provision of distance programs by colleges and universities in particular has challenged traditional notions of the content and delivery of postsecondary education.A number of key political shifts, including a growing retreat from public funding f colleges and universities, demands for prevarication of college and university services, and the use of the university as an instrument in broader national political struggles, will further complicate organizational arrangements. These political shifts entail considerably more institutional outreach to legislatures, governors, and key interest groups at the state and national levels, as well as additional staff in governmental and public relations. Finally, the rise of what Richard T. Ingram terms activist trusteeship and increasingly interventionist stances taken by public and riveter institutional governing boards may require increased collective action by internal cohorts. In order to preserve institutional autonomy and shared governance in a time of increasing political conflict, effort will also need to be directed to creating more effective organizational bridges between colleges and university leaders and institutional governing boards.

Volpone monologue for men Essay Example For Students

Volpone monologue for men Essay A monologue from the play by Ben Jonson NOTE: This monologue is reprinted from Volpone (1605). CORVINO: Death of mine honour, with the citys fool! A juggling, tooth-drawing, prating mountebank! And at a public window! where, whilst he, With his strained action, and his dole of faces, To his drug-lecture draws your itching ears, A crew of old, unmarried, noted lechers Stood leering up like satyrs; and you smile Most graciously, and fan your favours forth, To give your hot spectators satisfaction! What, was your mountebank their call? their whistle? Or were y enamoured on his copper rings? His saffron jewel with the toad-stone int? Or his embroidered suit, with the cope-stitch, Made of a hearse-cloth? or his old tilt-feather? Or his starched beard? Well, you shall have him, yes! He shall come home, and minister unto you The fricace of the mother. Or, let me see, I think youd rather mount; would you not mount? Why, if youll mount, you may; yes, truly, you may! And so you may be seen, down to th foot. Get you a cittern, Lady Vanity, And be a dealer with the virtuous man; Make one. Ill but protest myself a cuckold, And save your dowry. Im a Dutchman, I! For if you thought me an Italian, You would be damned ere you did this, you whore! Thoudst tremble to imagine that the murder Of father, mother, brother, all thy race, Should follow, as the subject of my justice! I should strike this steel into thee, with as many stabs As thou wert gazed upon with goatish eyes! You were an actor, with your handkerchief, Which he most sweetly kissed in the receipt, And might, no doubt, return it with a letter, And point the place where you might meetyour sisters, Your mothers, or your aunts might serve the turn. And therefore mark me: thy restraint before Was liberty To what I now decree. First, I will have this bawdy light damned up; And tillt be done, some two or three yards off, Ill chalk a line, oer which if thou but chance To set thy desprate foot, more hell, more horror, More wild remorseless rage shall seize on thee, Than on a conjuror that had heedless left His circles safety ere his devil was laid. Then, heres a lock which I will hang upon thee; And, now I think ont, I will keep thee backwards; Thy lodging shall be backwards, thy walks backwards, Thy prospect all be backwards, and no pleasure, That thou shalt know, but backwards. Nay, since you force My honest nature, know it is your own Being too open, makes me use you thus; Since you will not contain your subtle nostrils In a sweet room, but they must snuff the air Of rank and sweaty passengers! We will write a custom essay on Volpone monologue for men specifically for you for only $16.38 $13.9/page Order now