Small and medium sized enterprises and the risks they face in an Essay

Small and medium sized enterprises and the risks they face in an international environment - Essay Example The study of international businesses and internationalization has been traditionally focused on the analysis of large corporations. Despite the growing importance of small and medium businesses, they often remain beyond the scope of scholarly studies. Apart from the fact that small and medium enterprises play a crucial role in the rapid advancement of economies, the prevailing majority of today’s international and multinational corporations have once been small and medium domestic enterprises. These are just some of the many reasons why the place of small and medium businesses in international trade should not be disregarded. More important is the question of risks faced by SMEs as they enter international trade. Recent advancements in technologies and transportation facilitate the subsequent integration of small and medium business forms into international trade communities. Therefore, SMEs should be aware of and be prepared to face international trade risks. Small and medium enterprises: Why so neglected? Small and medium enterprises are generally considered to create a strong foundation for the rapid advancement of economies. It is not surprising that so many developing countries provide SMEs with greater flexibility and freedom from taxation and administration burdens, to speed up their development and contribution to nations’ economic development. However, the current state of research often leaves small and medium-sized enterprises beyond the scope of analysis.... Yet, it should be remembered that â€Å"many MNEs developed from large, mature, domestic firms, and they commanded attention because they wielded significant economic power, especially after World War II† (Chandler 1986; Dunning 1981; Oviatt & McDougall 1994, p.45). Moreover, recent changes in the technological environment and transportation make it easier for domestic small and medium firms to expand to an international level. The growing number of consumers in international business makes international trade extremely attractive for domestic businesses, especially small and medium ones. Today, any small or medium businessman with a sufficient amount of capital can successfully conduct business anywhere in the world or travel to any part of the world, looking for international business opportunities (Oviatt & McDougall 1994). That small and medium enterprises find it easier to capture international business opportunities means the topic of their internationalization is becomi ng more urgent. Scholars in organization science are becoming more attentive to the issues of internationalization and international trade challenges affecting domestic SMEs. However, again, the most common issues considered in today’s research include the effects of public policies on SMEs, the nature and characteristics of entrepreneurial activities across countries, and comparing international and domestic enterprises (Oviatt, & McDougall 1994; Ohe et al. 1991). In light of these issues, a close look at the risks faced by domestic SMEs going into international trade is required. This report will help small and medium businesses going into the international trade

High School Cliques Essay Example for Free

High School Cliques Essay The school environment causes natural polarization of peoples with similar backgrounds, attitudes, or any other factors that would form certain peer groups, or ‘cliques’. This is particularly observable in the High School setting, as the predominant social groups are composed of adolescents who are beginning their socialization process. This socialization forms various groupings or factions that are highly noticeable in High School. The modern media, who continually builds on and establish the perceived cliques and groups in movies, shows, and other media venues, is repeatedly echoing the reality. This has created stereotypes of High School cliques, such as: (1) the popular group, (2) athletes, (3) nerds, (4) racial segregation, (5) pop-culture groups like rockers and hip-hop, (6) outcasts, and (7) other groups. The converging elements of a particular faction can be varied and numerous. These cliques can be students who eat together, or hang out with each other after class. Racial profile can also be a strong factor, as with the social class and background. Even personal preference and culture can bring together different kinds of peoples. High school youth converge because of the reason that they find something in common with the group that they are with. The first clique in High School is the popular student. Usually they are the student leaders or even cheerleaders and well-known members of the student body. They can be socially advantaged as they are driving newer cars or organizing fancier parties. They can be part of the group on the merit that they are simply popular in the batch. These students are usually the first ones remembered and recalled in reunions or gatherings. They are seen as role models, or at the other extreme, a source of jealousy and hatred. The second group, the athletes, can overlap with this first group, because basketball and football players can be highly popular in High School. Another High School clique are the nerds, who are the most participative in class or gets the highest grades in any subject. They would congregate in the canteen and converse about math or politics or any other academic topic. They are stereotyped as being shy and wearing big glasses, and are very grade conscious and studious. Apart from this group, other cliques can be divided according to culture lines, like rockers or hip-hops. They are usually secluded and non-conventionalists, and would gather on their own parties and gatherings. Another notable group are outcasts, who are usually the but of jokes, and would have severe emotional and psychological problems. Some would also note that racial background would be a strong determinant in formation of cliques. Asians or African Americans or Caucasians would most likely hang-out with each other, which does not imply discrimination, but merely cultural identification. They also form different and very distinguishable cliques in High School. High School is the stage of life wherein social interaction is at its most dynamic, as young adolescents are placed in a social environment outside their homes, and forced to polarize into different groups. Although these High School cliques can be regarded as mere stereotypes that may not always necessary be apparent in a social context, there is a ring of truth in the observations. Since the school is a hodgepodge of different backgrounds and cultures, it is natural for the youth to find people they are familiar and comfortable with. This reality, coupled with media hype, reinforces the perception that different High School cliques do exist.

Using and applying mathematics to different problems

Using and applying mathematics to different problems Traditionally in the United Kingdom, mathematical problems have been treated as contexts in which young learners can apply exiting knowledge. This is reflected in the use of the term using and applying mathematics within the National curriculum. Problem-solving in the Netherlands is viewed somewhat differently. Problem-solving contexts are used as a starting point from which mathematical strategies and conceptual understanding are developed. The second part of this report gives ideas of teaching strategies that can be employed to promote problem solving and mathematical thinking in the developing children of the United Kingdom. Part 1: Analysis of the progression of problem solving between the primary years from years 1 to 6 Solving problems is one of the strands in the Using and applying mathematics strand. According to the 1999 Framework for teaching mathematics, numeracy is a proficiency that requires a child to incline to and have an ability to solve problems when given different contexts. This numeracy results in children who are have the confidence to tackle mathematical problems without immediately asking their teachers and friends to help them. To become problem solvers, children need to solve problems, meaning that children have to be given the space and time to tackle mathematical problems during lessons is they are to become competent and confident problem solves. In realisation of this, problem solving for the children from primary years one to six has been embedded into mathematics teaching and learning, thereby becoming an integral part of the childrens work. The renewed Primary Framework focuses on children solving problems that are set in wider ranging contexts because the children become more confident and skilled. This progression analysis highlights the increasing complexity of the mathematical problems that the children tackle as they move from one year to the next. Through years one to six Block A covers counting, partitioning and calculating. Block B covers securing number facts, understanding shape, Block C covers handling data and measures, Block D covers calculating, measuring and understanding shape and Block E covers securing number facts, relationships and calculating. Year one During their first year, children are supposed to solve problems involving counting, adding, subtracting, doubling and halving in the context of numbers, measures and money. In block A of year one, children concentrate on solving problems involving counting and they extend their counting and calculation skills. The children estimate a number of objects that can be checked by counting, begin to understand place value in two-digit numbers, read and write numerals to 20 and beyond, relate addition to counting on and to combining groups and use an increasing range of vocabulary related to addition. In block B of year one, children consolidate their use of patterns and relationships to solve number problems and puzzles. In block C, children take greater responsibility for posing and answering questions. In block D, Children continue to make direct comparison of the length, weight or capacity of two objects without any counting. The children begin to use uniform non-standard units to estim ate and then measure length. The children continue to work with money as well as continue to develop the concept of time by ordering the months of the year and reading time to the hour and half hour on a clock. In block E, children continue to solve practical problems involving addition or subtraction, doubling or halving and they record their solutions on a number line or in a number sentence. Year two During their second year, children are supposed to solve problems involving addition, subtraction, multiplication and division in contexts of numbers, measures and pound and pence. Block A does not cover any problem solving. In block B, children use their knowledge and experience of counting to learn the 2, 5 and 10 multiplication facts. The children solve one and two-step word problems involving money and measures, using all four operations. In block C, the children solve problems such as finding which soft drink is most popular with children in the class, and later make a block graph and explain what it shows to others. In block D, children continue to count in ones, twos, fives and tens. These skills come in handy in helping them to tot up a mixed set of 10p, 5p, 2p and 1p coins. The children develop the understanding of number lines to enable them read a range of scales. In block E, the children consolidate counting on from zero in steps of 2, 5 and 10 and build up times-tables, describing what they notice about numbers in the tables. They use this knowledge to predict some other numbers that would be in the count. The children understand that repeated addition can be represented using the multiplication symbol. The children use a number line to support repeated addition, recording the equal jumps on the line and writing the repeated addition statement and the matching multiplication statement. The children identify the operation(s) needed to solve a problem and explain their reasoning. Year three During their third year, children are supposed to solve one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations. In block A, Children solve problems involving counting, solve number puzzles and organise and explain their written responses to problems and puzzles in a systematic way. The children identify relevant information and select the appropriate operations in order to solve word problems. In block B, the children use patterns, properties and relationships between numbers to solve puzzles. In block C, the Children pose a problem and suggest systematic and appropriate approaches to collecting, organising and representing data in order to solve the problem. In block D, children add or subtract multiples of 10 or 100 and near-multiples to solve word problems and then use practical and informal written methods to solve problems involving multiplication and division. The children recognise that finding fr actions of amounts involves division and find a fifth of a quantity. In block E, the children apply their skills when they solve practical measuring problems. Year four During their fourth year, children are supposed to solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate. In block A, the children continue to derive and practise recalling multiplication and division facts to 10 10. The children consolidate multiplying and dividing numbers to 1000 by 10 and 100. The children develop written methods for multiplying and dividing. In block C, the children evaluate the effect of different scales on interpretation of the data. In block D, Children learn the relationships between familiar units of measurement. Practical activities help children to increase their accuracy of measurement and estimation as well as choosing appropriate instruments and units. In block E, children investigate patterns and relationships. In block E, children count in fractions along a number line from 0 to 1 and establish pairs of numbers that total 1. The children are introduced to the vocabulary of ratio and proportion Year five During their fifth year, children are supposed to solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use. In block C, children test a hypothesis by deciding what data is needed and discussing how they will collect the data. The children use ICT to help them present graphs and charts quickly, and interpret their graphs and charts to draw their conclusion. In block D, when the children measure weight, they use a range of scales. In block E, children use multiplication and division to solve problems involving ratio and proportion. Year six During their sixth year, children are supposed to solve multi-step problems, and problems involving fractions, decimals and percentages; choose and use appropriate calculation strategies at each stage, including calculator use. In block A, children use a calculator to explore the effect of brackets in calculations. They decide whether or not to use a calculator to solve problems. In block D, children solve practical problems by estimating and measuring using standard metric units from a range of scales. The children draw on a range of mathematics to solve problems involving estimating and measuring. The children communicate clearly how a problem was solved and explain each step and comment on the accuracy of their answer. The children explore area and perimeter of rectilinear shapes. They estimate the size of angles and use a protractor to measure acute and obtuse angles. The children describe the patterns and relationships that they discover. In block E, children solve problems in d ifferent contexts, using symbols where appropriate to explain their reasoning. The children identify and record the calculations needed, interpreting the solutions back in the original context and checking the accuracy of their answers. Part 2: Ideas of teaching strategies to be employed to promote problem solving and mathematical thinking. Teaching mathematics students how to solve problems is important. These students should be taught how to apply the mathematical problems to problems in everyday life. The students should be in a position to do investigational work on the mathematics problem. A problem is a task that does not provide the learner with a clear route to the solution. If the solution to a problem can be arrived at through different approaches, then that problem has some degree of openness. The term investigation is used to describe such an open problem that can be solved through different solutions. An investigation is a good way to enable young learners to use and apply their abilities in mathematical knowledge. There are different levels of openness that are offered by application tasks. Exploratory problem solving is another means by which Application tasks exist with different levels of openness. Besides investigations, problems that have some degree of openness can be solved by exploratory problem solving. This gives the learner a chance to solve real-life problems using a mathematical approach. As a result, exploratory and investigative problem-solving offer children greater chances for developing the mathematical thinking of young learners. Word problems on the other hand are usually closed problems that have a defined solution and a standard method of calculations is applied. An example of such a problem is: How much change would I receive from a 10 pound note if I bought items costing 2.59 pounds and 3.99 pounds? Once the problem has been rewritten using symbols and numbers in a mathematical format, there is usually a standard method carrying out the resulting calculations. Word problems can still offer valuable opportunities for young learners mathematical thinking. A delicate balance is required between sensitive questioning which develops a childs thinking, and allowing the child time and some level of freedom to develop his own approach and strategy to problem solving. In this sense, the teachers role is somewhat different from that when teaching other aspects of the mathematics curriculum. In such contexts, the understanding of the likely consequences of intervention and non-intervention and flexibility of approach by the teacher are critical. Word problems can be solved by either a horizontal or vertical mathematising process (reference). The horizontal mathematising process is the easier of the two and is a strategy commonly used by children to solve word problems. Horizontal mathematising is whereby symbols are used to represent items in a mathematical word problem. Vertical mathematising is whereby the model created in vertical mathematising needs to be adapted in order for the answer to the mathematical word problem to be figured out. Askew gives two questions that are used to demonstrate the complexities surrounding word problems. The first question is: Mrs. Chang bought five video tapes that cost the same amount. If she spent 35 pounds, how much did each tape cost? The second question is: Mr. Chang bought some tapes that cost 7 ponds each. How many tapes did he buy? The first question is easier for children to solve because they can use fingers as a symbol of the number of tapes. The use of symbols supports the chil drens thinking within the purely mathematical context and enables them to arrive at an answer by trial-and-improvement techniques (reference). Research findings show that children make use of a wide range of informal strategies to solve word problems (reference). However, mere use of models is not sufficient for many children to solve a word problem. This is because word problems require children to translate between the real world context and the world of mathematics and back again. Switching between the physical world and the mathematical world is difficult because there exists a mismatch between these two worlds. When the teacher is made aware of this issue it provides a way forward. In the example above, children should be asked to compare the problems in order to help them appreciate more deeply the complexities of solving such problems. Children should also be helped to categorize word problems in order to help them appreciate structural similarities and differences. Categorising problems will require children to use reasoning skills in order for them to make generalisations about solution strategies for particular cl asses of problems. In the Netherlands, a different attitude to problem-solving has been adopted. This approach, known as realistic mathematics education, is based upon Freudenthals (1968) belief that children should be given guided opportunities to reinvent mathematics through doing it. Thus, the focus of realistic mathematics education is childrens mathematisation of contexts which are meaningful to them, and through this participation in the learning process, children develop mathematical understanding and strategies. Instead of using problem-solving as a vehicle for context-based application of earlier learning as a tradition in England, realistic mathematics education uses context problems as a source for the learning process. A good example of a context building up mathematical knowledge is taking the context of a city bus. The teaching starts with a real life situation where the students have to act as the driver of the city bus. The passengers are getting on and off the bus, and at each stop the students have to determine the number of passengers in the bus. Later the same is done on paper. The development of mathematical language is elicited by the need to keep track of what happened during the ride of the bus. Initially, the language is closely connected to the context, but later on it is used for describing other situations. This way, childrens conceptual understanding of related strategies from within the contexts of the problem is developed from the realistic mathematics education principle. Conclusion A consideration of some different approaches to teaching problem-solving will inevitably lead to a consideration of the purpose of teaching problem-solving. A problem-solving approach has clear benefits for pupils in helping them to approach mathematical problems of all kinds in a more structured way. Practice in identifying the main features of a problem and rejecting redundant information, and looking for relationships and strategies in a problem-solving situation, are all transferable skills that can be used in all area of mathematics. Such transferability of skills, knowledge and understanding is however not trivial. A key challenge, therefore, is to determine how best to ensure that children learn mathematics in ways that enable them to transfer knowledge and understanding gained in one context to other contexts they encounter subsequently. The role of the teacher is important in supporting childrens learning through problem-solving.

Macbeth: A Tale Of Two Theories :: essays research papers fc

Macbeth: A Tale of Two Theories Macbeth(c.1607), written by William Shakespeare, is the tragic tale of Macbeth, a virtuous man, corrupted by power and greed. This tagedy could in fact be called "A Tale of Two Theories". One theory suggests that the tragic hero, Macbeth, is led down an unescapable road of doom by an outside force, namely fate in the form of the three witches. The second suggests that there is no supernatural force working against Macbeth, which therefore makes him responsible for his own actions and inevitable downfall. It must be remembered that Macbethis a literary work of art, and as a peice of art is open to many different interpretations, none of them right and none of them wrong. But the text of the play seems to imply that Macbeth is indeed responsible for his own actions which are provoked by an unwillingness to listen to his own conscience, the witches, and his ambition. First, Macbeth ignores the voice of his own psyche. He knows what he is doing is wrong even before he murders Duncan, but he allows Lady Macbeth and greed to cloud his judgement. In referring to the idea of the murder of Duncan, Macbeth first states,"We will proceed no further in this business"(I.vii.32). Yet, after speaking with Lady Macbeth he recants and proclaims,"I am settled, and bend up/Each corporal agent to this terrible feat"(I.vii.79-80). There is nothing supernatural to be found in a man being swayed by the woman he loves, as a matter of fact this action could be perceived as quite the opposite. Second, the witches have to be dispelled as a source of Macbeth's misfortune before the latter theory can be considered. It is admittedly strange that the weird sisters first address Macbeth with,"All hail, Macbeth! hail to thee Thane of Cawdor!"(I.iii.49), a title which not even Macbeth is aware he has been awarded. Even stranger is the third witch calling to Macbeth,"All hail, Macbeth, that shalt be king hereafter!"(I.iii.50). However as stated by Bradley,"No connection of these announcements with any actions of his was even hinted by [the withches]"(232). Some are still not convinced though of the witches less than supernatural role; nevertheless, Macbeth appears throughout the play to be completely aware of his actions, as opposed to being contolled by some mystic force. The effect of the witches on the action of the play is best summarized by these words: ...while the influences of the Witches' prophecies on Macbeth is very great, it is quite clearly shown to be an influnce and nothing more.(Bradley 232) Most important to the theory that Macbeth is reponsible for his own actions

Benjamin Franklin Printer To Scientist To Politician History Essay

IntroductionBenjamin Franklin should be remembered as one of the establishing male parent of the today ‘s universe superpower- the United States of America. Franklin was born on January 17 1706 and lived on until April 17, 1790. Franklin a celebrated polymath was a prima pressman writer, political theoretician, postmaster, scientist, civic militant, solon every bit good as a diplomat. As a scientist, Franklin can be remembered as the major figure involved in the Enlighten of America and the history of natural philosophies for his ageless theories and finds every bit far as electricity is concerned. He is the figure behind the innovation of the â€Å" lightning rod, bifocals, the Franklin range, a passenger car mileometer, and the glass ‘armonica ‘ † Franklin established the pioneering public loaning library every bit good as the first fire section in Pennsylvania1. Franklin received the rubric of â€Å" The First American † for his early on and hardworking presentation for colonial understanding ; as a writer and interpreter in London for legion settlements, and subsequently afterwards as the Prime Minister United States diplomat to France, he epitomized the budding American state. Franklin was non merely foundational but besides introductory in structuring the American ethos as a marriage of the realistic and independent values of â€Å" thrift, difficult work, instruction, community spirit, autonomous establishments, and resistance to authoritarianism both political and spiritual † , with the systematic and broad values of the light. Harmonizing to a celebrated historian Henry Steele Commager, â€Å" Franklin could be merged the virtuousnesss of Puritanism without its defects, the light of the Enlightenment without its heat. † While To Walter Isaacson, Franklin was â€Å" the most complete American of his age and the mos t influential in contriving the type of society America would go. â€Å" 2 Franklin, everlastingly conceited of his working category roots, rose up the ladder to go a successful day-to-day editor every bit good as a pressman in Philadelphia, the so taking metropolis in the settlement. He shortly turned out to be affluent after printing Poor Richard ‘s Almanack and The Pennsylvania Gazette. Franklin achieved planetary reputation as a scientist for his legendary experiments in electrical energy and for his many finds, peculiarly the lightning rod. He participated and besides played a important function in establishing the University of Pennsylvania and was thenceforth elected to head the esteemed American Philosophical Society. Franklin turned into a province hero in America when he led the attempt to hold the Congress get rid of the ostracized Stamp Act. As a gifted diplomat, he was extensively well-liked among the Gallic as American curate to Paris and was a cardinal individual in the growing of affirmatory Franco-American dealingss. For several old a ges, Franklin was a British postmaster for the settlements, a station which subsequently enabled him to set up the initial national communications web. Franklin was so much involved and active in society personal businesss, national and international personal businesss every bit good as colonial and province political relations. From 1785 to 1788, Franklin served as governor and towards the terminal of his life ; he unchained his slaves and hence turned out to be one of the most celebrated abolitionists3. His colorful life and bequest of political and scientific achievement, every bit good as the rank as one of America ‘s most important Establishing Fathers, have saw Franklin honoured on mintage and money ; warships ; the names of many towns, counties, educational establishments, namesakes, and companies † and even after more than two centuries since his decease, countless cultural references4. Franklin was born on Milk Street in Boston. His male parent wanted him to travel to school with the clergy but the money was merely plenty to last Franklin for merely two old ages in school. Franklin studied at Boston Latin but he did non graduate and had to go on his instruction through insatiate reading. At 10 his schooling ended and he started working for his male parent until the age of 12 when he became an learner for his brother who had a pressman and who introduced Franklin to the printing trade. At 15 Franklin established The New-England Courant, and which happened to be the first genuinely independent newspaper during the settlements. After being denied the chance to print a missive to the newspaper for publication, Franklin assumed the fabricated name of â€Å" Mrs. Silence Dogood † , a middle-aged widow. â€Å" Mrs. Dogood † ‘s letters were in print, and even a topic of duologue around town. Neither James nor the Courant ‘s readers were witting of the fast one. Franklin was forced to go forth the apprenticeship without permission shortly after his brother discovered that the popular correspondence belonged to Franklin5. At 17, Franklin took off and became a runaway in Philadelphia, Pennsylvania where he started a new life in a new metropolis. At first he worked in several ; pressman stores available in town but nevertheless he was non satisfied by the immediate chances. It is after a few months while still working in a printing house that the so Pennsylvanian Governor convinced him to travel to London purportedly to obtain equipment required in set uping another daily in Philadelphia6. At age 17, Franklin ran off to Philadelphia, Pennsylvania, seeking a new start in a new metropolis. When he foremost arrived he worked in several pressman stores around town. However, he was non satisfied by the immediate chances. After a few months, while working in a printing house, Franklin was convinced by Pennsylvania Governor Sir William Keith to travel to London, apparently to get the equipment necessary for set uping another newspaper in Philadelphia7.Franklin as a PrinterIt was non until 1727, when Franklin, by so 21 old ages established the Junto, a group of â€Å" like minded aspiring craftsmans and shopkeepers who hoped to better themselves while they improved their community. † The Junto was a argument group for all issues of the twenty-four hours and it accordingly provided rise to many associations in Philadelphia. For Junto reading was a great interest although by so books were really rare and expensive excessively. Therefore the members of the Junto group agre ed to make a library, ab initio meant for their ain books. However, this was non sufficient and that is the clip when Franklin conceived the thought of a subscription library, and which act as a signifier of pooling financess to purchase books for all to read. This signified the birth of the library company of Philadelphia. Until today the library company remains a great scholarly every bit good as a research library harbouring over 500,000 rare books8. In 1733, Franklin started to publish the celebrated Poor Richard ‘s Almanack under the nom de plume Richard Saunders, on which much of his trendy position is based. Franklin on a regular basis wrote under anonym. Even though it was known that Franklin was the writer, his Richard Saunders character often denied it. In 1758, Franklin put in print Father Abraham ‘s Sermon a twelvemonth after he ceased composing for the Almanack9.Franklin as an InventorFranklin was an impressive discoverer. In the thick of his legion creative activities was the Franklin range, bifocal spectacless, lightning rod, glass armonica, every bit good as the flexible urinary catheter. Franklin under no fortunes did he patent his innovations, and in his autobiography he wrote that, â€Å" †¦ as we enjoy great advantages from the innovations of others, we should be sword lily of an chance to function others by any innovation of ours ; and this we should make freely and liberally. To add to his lon g list of innovations are societal inventions, for case paying frontward. Franklin ‘s enthralment with invention could be regarded as philanthropic ; he wrote that his proficient plants were to be used for mounting effectivity and human development. One such development was his effort to rush up intelligence services in the class of his printing presses10. As adjunct postmaster, Franklin developed an involvement refering the North Atlantic Ocean circulation forms. It was while in England in 1768 that he overheard a ailment from the Colonial Board of Customs as to why make it took a British package ships transporting mail several hebdomads longer to make New York than it took an mean merchandiser ship to make Newport, Rhode Island. Franklin laid the job to his cousin Timothy Folger, a Nantucket whaler captain, who informed him that bargainer ships on a regular basis circumvented a strong eastbound mid-ocean current whereas the mail package captains navigated dead into it, therefore battling an unpleasant current of 3A stat mis per hr ( 5 kilometers per hour ) . Franklin so laboured with Folger and other knowing ship captains, larning every bit much as necessary to plot the current and name it the Gulf Stream, by which it is still known today11. It required many old ages for British sea captains to finally commend Franklin ‘s advice on voyaging the current ; on one juncture they did, and they were able to pare two hebdomads from their seafaring clip. But in1853, oceanographer Matthew Fontaine Maury a fame map maker rang a bell that Franklin merely planned and codified the Gulf Stream, but he did non detect it.Franklin as a ScientistIn 1743, Franklin established the American Philosophical Society to help scientific work forces talk about their theories and finds. It at this clip that He began the electrical probes and surveies that, together with other scientific enquiries, would prosecute him for the balance of his life, in amid turns of moneymaking and politics12. In 1747, Franklin officially retired from printing and ventured into other concerns. He entered into a partnership with his chief, David Hall, which offered Franklin with portion of the store ‘s returns for over 18 old ages. This moneymaking concern treaty non merely did it supply leisure and survey clip but besides it is during this period that be made the most finds that accorded him a repute with erudite people in Europe and particularly in France.13 All Franklin ‘s finds resulted from his scrutiny of electricity. Franklin projected that â€Å" vitreous † and â€Å" pitchy † electrical energy were non diverse types of â€Å" electrical fluid † , but instead represented the same electrical fluid under different force per unit areas. Franklin was the first individual to trade name them as positive and negative in that order, every bit good as he was the first individual to detect the rule of saving of charge.14 Electrical experiments done by Franklin paved manner to his find of the lightning rod. He discovered that music directors with a jagged instead than a level point had the ability to liberate mutely, and at a far improved distance. He construed that this information could be of great usage in protecting celebrated edifices from lightning. In grasp of his attempt with electricity, Franklin was awarded with the Royal Society ‘s Copley Medal in 1753 while in 1756 he turn out to be one of the few eighteenth century Americans to be voted as a Fellow of the Society. In add-on and an honor to him the cogs unit of electric charge has been named after him that is one Franklin ( Fr ) is equal to one stat C. Franklin and his modern-day friend Leonard Euler were the lone major scientists who showed support of Christiana Huygens ‘ moving ridge theory of visible radiation, after it was basically ignored by the remainder of the scientific community15. Harmonizing to a good recognized myth, in 1973 a storm traveling from the southwest disadvantaged Franklin of the opportunity of detecting a lunar occultation. Franklin was said to hold noted that the current air currents were in fact from the nor'-east, opposing what he had expected. In communicating with his brother, Franklin subsequently learned that the matching storm had non hit Boston non until after the occultation, in malice of the fact that Boston is to the nor'-east of Philadelphia. He inferred that storms were non needfully affected by the way of the prevailing air current, a utile construct which would hold great influence in meteorology16. In add-on, Franklin noted a theory of infrigidation by recognizing that on a really hot twenty-four hours, he stayed ice chest in his moisture shirt in a zephyr than he did on a dry 1. Harmonizing to Michael Faraday, Franklin ‘s experimentation on the non-conduction of ice is significance even though the jurisprudence of the wide consequence of liquefaction on electrolytes is non attributed to Franklin. All Franklins ‘ oceanographic findings are accumulated in his Maritime Observations and published by the Philosophical Society ‘s minutess. It restricted thoughts for catamaran hulls, sea ground tackles, shipboard buoy uping burden every bit good as H2O tight compartments. In 1736, Franklin formed the Union Fire Company, which happened to be one of the initial voluntary fire contending companies in America. It is besides during the same twelvemonth that he printed a new currency for New Jersey founded on fresh anti-counterfeiting technique which he had developed. All through his calling, Franklin was a protagonist for paper money, publishing A Modest Enquiry into the Nature and Necessity of a Paper Currency in 1729, and his pressman printed money. He was cardinal in the more unnatural and therefore winning pecuniary experiment in the Middle Colonies, which stopped up deflation without taking to inordinate inflation17.Franklin as a PoliticianAs Franklin matured, he began holding more and more concerns sing public personal businesss. For case in 1743, he went a measure in front to setup a 4th strategy for the Academy and College of Philadelphia. Franklin became caught up in Philadelphia political personal businesss and quickly developed. In October 1748, he was chosen to be a councilman, while in June 1749 he was appointed a Justice of the Peace for Philadelphia. In add-on, in 1751 he was voted for the first clip to the Pennsylvania Assembly. On August 10, 1753, Franklin was chosen joint deputy postmaster-general of North America. Well franklins most notable service in his state ‘s political relations was his betterment of the postal system, with correspondence sent out each week18. In 1751, Franklin and Dr. Thomas Bond attain a charter from the Pennsylvania parliament to establish a infirmary. Pennsylvania Hospital was the earliest infirmary in what was to turn out to be the United States of America. In 1754, Franklin led the Pennsylvania deputation to the Albany Congress. This assemblage of legion settlements had been called upon by the Board of Trade in England to develop dealingss with the Indians and defense mechanism non in favor of the Gallic. It was Franklin who really considered a wide Plan of Union for the settlement. Whilst the program was non approved, elements of instituted their manner into being in the Articles of Confederation and the Constitution.19 In 1757, Franklin was sent off to England by the Pennsylvania Assembly as a imperial agent to expostulation against the political authorization of the Penn household, the owners of the settlement. He stayed there for five old ages, determined to stop the owners ‘ privilege to turtle statute law from the voted Assembly, and their unsusceptibility from paying revenue enhancements on their land. His deficient in of of import Alliess in Whitehall made the mission to neglect. Franklin died on April 17, 1790, at the age of 84. Around 20,000 people were in attending during his funeral. He was interred in Christ Church Burial Ground in Philadelphia. The remains of B. Franklin Printer ; Like the wrap of an old Book, Its inside torn out, and stripped of its authorship and ornament, Lies here, grocery for Worms. But his Work shall ne'er be entirely lost: For it will, as he supposed, emerge one time more, in a new and even more ideal Edition, accurate and revised by the Author. In 1773, when Franklin ‘s work had had transformed from publishing to scientific discipline and politics.20 Notes 1. Isaacson, Walter. Benjamin Franklin: An American Life. New York, NY. USA. Prentice Hall Publishers. 2004. 2. Isaacson 2003, p. 491 3. Isaacson 2003, p. 492 4. Lemay, J. A. Leo. â€Å" Franklin, Benjamin ( 1706-1790 ) , † Oxford Dictionary of National Biography. erectile dysfunction. H. C. G. Matthew and Brian Harrison ( Oxford: OUP, 2004 ) . 5. Lemay, 2004, p.1709 6. Wolf, A. , History of Science, Technology, and Philosophy in the Eighteenth Century. New York, 1939. p.232 7. Van Horne, John C. â€Å" The History and Collections of the Library Company of Philadelphia, † The Magazine Antiques, v. 170. No. 2: 58-65 ( 1971 ) . 8. Isaacson 2003, p. 491 9. Isaacson 2003, p. 492 10.Silence Dogood, The Busy-Body, & A ; Early Writings J.A. Leo Lemay, erectile dysfunction. Library of America, 1987 one-volume, 2005 two-volume ISBN 978-1-93108222-8 11. Autobiography, Poor Richard, & A ; Later Writings J.A. Leo Lemay, erectile dysfunction. Library of America, 1987 one-volume, 2005 two-volume ISBN 978-1-88301153-6 12. Green, J. â€Å" English Books and Printing in the Age of Franklin, † in The Colonial Book in the Atlantic World ( 2002 ) , p.257. 13. Isaacson 2003, p. 8 14.Van Horne, 1971, p.58-65 15 Wolf, 1939, p.232 16. Isaacson 2003, p. 12 17. Isaacson 2003, p. 78 18. Isaacson 2003, p. 14 19. Green, 2002, p.257 20. â€Å" History of the Benjamin Franklin Institute of Technology † . Bfit.edu. Archived from the original on July 31, 2008. Retrieved on November 19, 2010 from hypertext transfer protocol: //web.archive.org/web/20080731130624/http: //www.bfit.edu/aboutus/history.php.

Feds vs Anti-Feds

Federalism vs. Anti-Federalism Federalism is the division of power between national and state government. Anti-Federalists believe that power should be equal between the nation and state. An example of Federalism in the constitution is in the 10th amendment, which says that the power that the congress doesn’t have is given to the states. This divides power between congress (national government) and the state (local government). The federalists believed that the Articles of Confederation were too weak. They wanted to ratify the constitution. They also wanted a strong central government.The federalists wrote the Federalist Papers. A few people associated with the Federalists were Jay and Hamilton. They wanted a separation of powers into three independent branches that protect the rights of the people. Each branch would represent a different aspect of people, and no one group can assume control over another because all three branches would be equal. The Federalists think that a l isting of right is dangerous. If the national government were to protect specific listed rights, nothing would stop people from violating rights other than the listed ones.So, they argued that it is better to list no rights at all. Overall, the Federalists had more organized efforts. The Anti-Federalists did not want to ratify the constitution. They just wanted to amend the articles. The Anti-Federalists thought that the constitution gave too much power to the national government at the expense of state governments. It was believed that because of the Necessary and Proper Clause, congress had too much power, and the executive branch also held too much power. Thomas Jefferson was an example of an Anti-Federalist.The Anti-Federalists wanted a bill of rights. This was the focus of their campaign against the ratification. The Bill of Rights is the first ten amendments to added to the constitution to protect liberty. The reason they wanted a bill of rights was because they didn’t want an intimidating nations government taking away the people’s rights again. In an hypothetical election, I would vote for Alexander Hamilton (the federalist) over Thomas Jefferson (the anti-federalist). I choose this because I believe that we should have a strong central government.Our country is based on the power of the government and if the center of the government is weak, then it will effect the rest of the government little by little. We study the constitution because it is a large part of our government’s history, and we are able to learn how decisions were made about the government in the modern day and how much it has evolved from long ago. We are also able to see differences and learn from things that have happened in the past. It is a part of our country and government that can’t be avoided.