Self-determination of Africans in the U.S. Essays - Autonomy

Self-determination of Africans in the U.S. Essays - Autonomy Self-determination of Africans in the U.S. March 23rd, 2015 Intro to Afro-American Studies Dr. Carr Framing Question #3: What are some of the similarities and differences in practices of self- determination of Africans in the U.S. and their counterparts throughout the hemisphere? Abstract: African resistance shaped to local, regional and national elements of the Modern World System social structures. By the late seventeenth and eighteenth century, many African learned how to resist the temptations of slavery. They learned these techniques of resistance from the white people in the United States and the Western Hemisphere. Because they learned such techniques, Africans were able to emerge and started to revolt to resist enslavement. Because of the many sacrifices that Africans had made they were able to sustain their culture, making it the origin of humankind. Africans finally realized that if they were going to overcome enslavement that they had to overcome dominating social structure. Critical Review of Scholarship: In order to answer this framing question, I will be using information from Dr.Carrs lecture and information from the power points that were provided to us as well as the books that were given in the beginning of the semester. African people practiced self-determination in many ways and depending on social structure, they were able to find themselves, according to Cedric Robinson. In order to continue practicing these practice of self-determination they joined alongside the British in the American Revolution. Africans joined alongside the British in hope of obtaining their freedom and finally being considered as civilized and equal people. This book offered an large amount of information on the Africans struggle for resistance of enslavement. Discussion: Africans in the United States had significantly adapted their techniques of resistance to the particular contexts of the emerging U.S. nation-state, even as Africans elsewhere in the Western Hemisphere had done the same in their respective countries/colonies. Instances of maroonage, quilombismo, or other attempts to convene Black spaces in which to self-determine began to follow the racial, class, gender and cultural particularities of the Europeanizing impulses. This abstract of framing question gives segue to what is going to be talked about and looked for when answering this framing question. There were several themes that struck me related to this topic such as maroonage. Maroonage had seemed to be a common way that Africans resisted enslavement. Maroons were said to be small private communities that served as a safe haven for runaway slaves and indentured servants, people where equal and there was no hierarchy. Some similarities between slaves in this hemisphere were the use of culture to resist enslavement, which was through art, music, dance, and literature. Some differences were that Africans that were freed forgot their roots and the foundations in which they came from. This caused a disconnect between traditional Africans and those who were more into the world. Such disconnect cause discord and much disagreement amongst Africans. They did this thinking that the Europeans would accept them into their culture instead they were actually manipulating them and breaking them apart. They continued on the verge of enslaving Africans and selling them for profit. Further Questions: -Why did the Africans that were freed actually think that the Europeans would accept them into their society so easily? -Why didnt the Africans that were freed stick by the other Africans side of those who were not freed?

Latin Lyrics for Christmas Carols

Latin Lyrics for Christmas Carols Singing Christmas carols in Latin is a fun way to celebrate the history of Christmas. Carols have their roots in the 13th century CE, based on secular songs that were popular then. Franciscan friars took the form and music of the pop songs and recast them with religious texts in Latin, for use in strictly religious contexts. Their function was as a type of religious propaganda, and many were sung specifically in holy processions.   By the middle of the 14th century, the texts had been translated into vernacular languages- Middle French and English–and they became secularized again by the 15th century, becoming carols, sung by people outside of religious ceremonies.   Over the subsequent centuries, the text was updated as the languages developed- for examples, as Middle English developed into Modern English- so when you sing a carol in Latin, you can show off your sense of history.  Here are a handful of the most well-known English carols in their Latin forms. Veni, Emmanuel (O Come, , O Come, Emmanuel)Veni, veni Emmanuel!Captivum solve Israel!Qui gemit in exilio,Privatus Dei Filio,Gaude, gaude, EmmanuelNascetur pro te, Israel.Veni, veni o oriens!Solare nos adveniens,Noctis depelle nebulas,Dirasque noctis tenebras.Gaude, gaude EmmanuelNascetur pro te, Israel.Veni, veni Adonai!Qui populo in SinaiLegem dedisti vertice,In Maiestate gloriae.Gaude, gaude EmmanuelNascetur pro te Israel. Regis olim urbe David (Once in Royal Davids City)Regis olim urbe David,Sub bovili misero,Mater posuit infantemIn praesaepi pro lecto:Mitis Maria mater;Iesus Christus is puer.De caelo ad nos descenditDeus, Dominus orbis;Ei tectum est bovileEt praesaepe pro cunis.Pauperum virum amatorSancte vixisti Salvator.Et puertiam per miramObservanter parebatVirgini eidem matri,Quae cum pepererat:Tentent et discipuliEsse similes ei.Nam exemplum ille nobis:Nostri crescebat instar;Parvus quondam, imbecillus,Flens et ridens nobis par,Perticeps tristitiaeIdem et laetitiae. Tandem illum nos cernemusEx amore aeterno:Puer enim ille parvusSummo regnat iam caelo,Atque eo nos ducitQuo et ipse praeiit.Nec in stabulo misello,Bubus prope stantibus,Tunc videbitur, sed celsus,Sedens Deo proximus:Comites tum coronatiCircumstabunt candidati. Adeste Fideles (O Come, All Ye Faithful)English Lyrics and history: Adeste Fideles Laeti triumphantesVenite, venite in BethlehemNatum videteRegem angelorumVenite adoremus, Venite adoremus,Venite adoremus, DominumCantet nunc ioChorus angelorumCantet nunc aula caelestiumGloria, gloriaIn excelsis DeoVenite adoremus, Venite adoremus,Venite adoremus, DominumErgo qui natusDie hodiernaJesu, tibi sit gloriaPatris aeterniVerbum caro factusVenite adoremus, Venite adoremus,Venite adoremus, Dominum Dormi, Jesu! The Virgins Cradle-Hymn Words by S. T. Coleridge, Sibylline Leaves, 1817 Dormi, Jesu! Mater ridetQuae tam dulcem somnum videt,Dormi, Jesu! blandule!Si non dormis, Mater plorat,Inter fila cantans orat,Blande, veni, somnule. Sleep, sweet babe! my cares beguiling:Mother sits beside thee smiling;Sleep, my darling, tenderly!If thou sleep not, mother mourneth,Singing as her wheel she turneth:Come, soft slumber, balmily! Source: The Hymns and Carols of Christmas Gloria in Excelsis Deo The refrain of the French Carol translated into English as Angels We Have Heard on High is in Latin - Gloria in Excelsis Deo. Heres one version of the English version of the carol from the same online source as the last. The translation from French to English is by Bishop James Chadwick (1813–1882): 1. Angels we have heard on highSweetly singing oer the plains,And the mountains in replyEchoing their joyous strains.RefrainGloria, in excelsis Deo!Gloria, in excelsis Deo! 2. Shepherds, why this jubilee? Why your joyous strains prolong?What the gladsome tidings beWhich inspire your heavenly song? Refrain 3. Come to Bethlehem and seeHim whose birth the angels sing;Come, adore on bended knee,Christ the Lord, the newborn King. Refrain 4. See Him in a manger laid,Whom the choirs of angels praise;Mary, Joseph, lend your aid,While our hearts in love we raise. Refrain Sources Anderson, Douglas. The Hymns and Carols of Christmas, 2002.Gibbs, Laura. Gaudete, Gaudete! Latin Christmas and Holiday Songs! LatinTeach, 2010. Rickert, Edith. Ancient-English Christmas Carols. Wildside Press, 1910.Reichl, Karl. The Middle English Carol. A Companion to the Middle English Lyric. Ed. Duncan, Thomas Gibson. Cambridge: Boydell Brewer, 2005. 150–70. Robbins, R. H. The Earliest Carols and the Franciscans. Modern Language Notes 53.4 (1938): 239–45. Robbins, Rossell Hope. Middle English Carols as Processional Hymns. Studies in Philology 56.4 (1959): 559–82.

Juvenile Convicts and Their Expectation of Privacy Research Paper

Juvenile Convicts and Their Expectation of Privacy - Research Paper Example In this respect, juveniles include adolescents and children who are below the age o majority. The age of majority may be determined by law more so with respect to minor crimes. However, for major crimes, a court of law may consider trying a juvenile as an adult (Lawrence, 2003). This is important a distinction given that sentencing for major offences may not only limit a young person’s life to prison for a lifetime. A convict on the other hand is a person who has been found guilty of a crime and sentenced by a court of law. A convict can also be defined as any person serving a sentence in prison. Convicts are usually referred to as inmates or prisoners or simply as a â€Å"con† in slang. Juveniles who are alleged to have committed an offence may have their cases heard in juvenile courts as noted by (Karmen, (2009). Juvenile courts have different rules from those of adult criminal courts and they provide defendants with fewer rights. In many states, juveniles are denied the right to a jury trial but given the right to an attorney and appeal (Lawrence, 2003). This paper will focus on analyzing the perception of convicted juveniles regarding privacy. The research will present information regarding the history and current trends with respect to juvenile conviction and their perceptions of privacy. The research will also seek consider the diversity sensitivity and multi-cultural issues related to juvenile delinquency. History of Juvenile Conviction Juvenile delinquency and conviction is not something that is new to the world. From generation to generation, since time immemorial, young people have gotten to commit minor crimes and sometimes major crimes that warrant serious corrective or retributive measures. Among the earliest records of juvenile convicts in modern times can be traced back to the 1780s according to Horshamps (nd). The juvenile convicts in this case were set aboard the first fleet of eleven ships that sailed from Botany Bay to Plymouth, England. The total number of juvenile conflicts were 13in the 1787 trip according to Horshamps (nd). In the 1820s, Members (nd) states that there were juvenile convicts that were transported to Sydney. The some of the convicted children were children of convicted parents according to Members (nd). While female convicts were sent to work in the female factory or got married by Australian settlers, their children stayed in orphanages or with their mothers. The children convicts were sent to separate orphanages depending on their gender, records of their activities and health being taken. Juvenile male offenders were often relocated to New South Wales and trained to do certain jobs with the risk of facing a goal sentence in the event that their masters complained according to Members (nd). Many boy convicts aged between nine and 18 were relocated to Tasmania in the 1830s. This age was considered unfit for performing difficult tasks like clearing bushes, building roads and working in q uarries. Girl convicts on the other hand were however sent to the female factories to be workers therein or assigned work as servants to the settlers. The issue of privacy during the periods preceding the 1830s was not a major issue with regard to convicts’ lives. Conviction of whatever kind at this time was mainly aimed at punishing

Pacific Northwest History Essay Example | Topics and Well Written Essays - 500 words

Pacific Northwest History - Essay Example The potential for conflict existed because of the agricultural bounties in this largely unexplored region such as thick coniferous forests that can support a large timber industry (ideal for shipbuilding too), lumber for commercial uses, an almost unlimited supply of fur, to include sea otters and the very rich fishing grounds, particularly the chinook salmon considered by many as â€Å"pink gold† that served as a crude currency for barter (Merchant 97). There was also another reason for staking a claim: geopolitics. America, flush from its relatively recent victory in its war for independence, was eager to spread its wings and this was expressed in its expansionist aspirations via a political philosophy of â€Å"Manifest Destiny†. The belief was that America was destined to expand across the North American continent, that is primarily westward from the Atlantic coast to the Pacific seaboard to include Canada, Cuba and Mexico, even parts of Central America. These territorial ambitions were advanced as obvious or readily apparent (manifest) and inevitable or inexorable (destiny) but this came into conflict with Great Britain that also explored this US region known as British Columbia. Viewed from this perspective, the joint occupancy served more as a diplomatic course to exploit the regions riches and avoid a war for resources of which the two countries fought briefly, between 1812-1815 known as the War of 1812. This particular war was actually part of the larger Napoleonic wars in Europe between Great Britain and Napoleon of France. This was actually a modus vivendi (a diplomatic accommodation of a temporary nature) despite the political, cultural, economic or cultural differences for the sake of expediency. Incentives for suing peace were very much evident because neither side could gain an upper hand either in territorial gains or military supremacy. The larger

Formation Processes of Silicon Carbide

Formation Processes of Silicon Carbide Effect of silicon carbide dispersion on the microwave absorbing properties of silicon carbide-epoxy composites in 2–40 GHz Yaw-Shun Hong, Tzu-Hao Ting, Chih-Chia Chiang, Ken-Fa Cheng Abstract Wide-band, strong absorption with low density and thin matching thickness are essential for electromagnetic wave absorbers. In this study, silicon carbide powders were successfully synthesized by the method of preheating combustion synthesis in nitrogen atmosphere and introduced into epoxy resin to be microwave absorber. The spectroscopic characterization of the formation processes of silicon carbide was studied by using X-ray diffraction (XRD) and scanning electron microscopy (SEM). Microwave absorbing properties of the silicon carbide and thermal plastic resin were investigated by measuring reflection loss in the 2-18 and 18-40 GHz microwave frequency range using the free space method. It was found that the composite specimens of the silicon carbide and thermal plastic resin had the best microwave absorption due to the reflection losses between from -10 to -19.5 dB and from -3 to -9.1 dB at frequencies between 2-18 and 18-40 GHz. Keywords: Microwave absorption; Silicon carbide; X-ray diffraction; Scanning electron microscopy 1. Introduction During the past a few decades, the development of new microwave absorbing composites is being encouraged because these materials achieve better efficient ways for reducing the level of electromagnetic wave pollution generated by electronic and telecommunication systems. Recently many applications have been carried out on the microwave technology in the frequency range of 2–40 GHz [1-3]. To reduce the radar signature, many types of electromagnetic (EM) wave-absorbing materials have been designed to meet the requirements of both commercial and military affairs. The materials used as electromagnetic wave-absorbing materials can be classified as magnetic, dielectric or a hybrid, respectively. Actually, these classifications are based on the mechanism of the wave-material interaction, which varies based on the types of absorber centres used. Ideal microwave absorber should exhibit low-reflecting properties, strong reflection loss in broad bandwidth, low density and small thickness to facilitate their applications in many fields [4, 5]. As we know, the composite materials generally represent the natural interface between two worlds of chemistry each with very significant contributions to components interact at a molecular level. Dielectric polymer-matrix materials can include two different compounds with complementary properties in a single material and can be combine to reinforce or modify each other in specific applications. Extensive studies have been carried out to develop new and highly efficient absorbents, and various absorbers (such as conductive metal powder, ferrites, carbon products, chiral materials, synthetic organic fibres, etc.) have been isolated or synthesised [6-9]. However, in these materials, most absorbers like traditional ferrite powders and carbon series are unable to be employed at higher temperatures due to lower Curie temperatures and oxidation problem, respectively [10-14]. It is becoming very urgent to look for new microwave absorbers making electromagnetic wave disappearance by interfere nce, or satisfying the requirements of higher structural strength and temperature resistances in higher temperature environments. Due to their physical and electronic properties, Silicon carbide (SiC) is an important carbide, studied as a structural ceramic for a long time and has attractive properties, such as excellent strength and chemical resistance at high temperatures, semi-conductivity, high thermal stability and thermal conductivity, make it an attractive material in high-temperature structural, electric and functional applications [15-20]. On the other hand, Silicon carbide (SiC) is one of the preferred and best characterised filler materials and is used in combination with polymers in military or civilian products [20-23]. Meanwhile, to the best of our knowledge, there are very few reported experimental results on the electromagnetic wave adsorption of silicon carbide between 2–18 and 18–40 GHz. Here, we present the microwave absorbing properties of the silicon carbide reinforced epoxy resin composites tested at 2–18 and 18–40 GHz using arch method, which was chosen to validate the absorbing efficiency of microwave absorbing material [24, 25]. The NRL (Naval Research Laboratory) arch free-space measurement method is a well-established measurement system for validating the absorbing efficiency of flat materials over broad frequency ranges. The NRL arch was widely used initially by the U.S. Navy for research testing purposes, and is a microwave measurement system that can measure the free space radar reflection coefficient. The reflection loss diagram showed that the powder silicon carbide-epoxy resin with 30-50 by weight ratio of silicon carbide to polymer is a good candidate material for use as a broad frequency microwave absorber. The NRL Arch is the industry standard for measuring the free space radar reflection coefficient of flat radar absorbing materials (RAM). It was first developed by the U.S. Naval Research Lab, the NRL. The NRL Arch is a wellestablished, freeà ¢Ã¢â€š ¬Ã‚ space measurement system for testing the absorbing efficiency of flat materials over broad frequency ranges. It was originally designed at the United States Naval Research Laboratory (NRL) in 1945 for measuring angularà ¢Ã¢â€š ¬Ã‚ dependent performance of broadband Radar Absorbing Materials (RAM). 2. Experimental 2.1 Preparation of silicon carbide The silicon carbide powders were synthesized by the method of preheating combustion synthesis in nitrogen atmosphere, using silicon powder (à ¯Ã‚ ¼Ã…“45 ÃŽ ¼m, 99.9% purity, mass fraction) and carbon black (20-40 nm, 99.9% purity) as the raw materials. The molar ratio of silicon powder and carbon black was blended in a molar ratio of Si-50% C. The mixed powders were poured into a graphite crucible and initiated by pre-heating at 1350 à ¯Ã¢â‚¬Å¡Ã‚ °C with the heating rate of 40 à ¯Ã¢â‚¬Å¡Ã‚ °C / min in a 0.1 MPa nitrogen atmosphere inside a resistance. After the synthesis process, the product was heated at temperature 850 à ¯Ã¢â‚¬Å¡Ã‚ °C for 4 h in atmosphere condition to burn the excess carbon. The final cleanup to remove Si was carried out by leaching in HF, rinsing in distilled water and drying. 2.2 Preparation of silicon carbide-epoxy composites The composite specimens were prepared by molding and curing the mixture of silicon carbide and a thermal-plastic epoxy resin to be silicon carbide-epoxy composites. The mixing ratio of specimen powders to epoxy resin was 30 %, 35 %, 40 %, 45 % and 50 % by weight and the corresponding samples are marked with S-1, S-2, S-3, S-4 and S-5, respectively. Molding was carried out in a hydraulic press at 5 Mpa pressure and 80 à ¯Ã¢â‚¬Å¡Ã‚ °C for 1.5 h, obtaining specimens of 180 mm Ãâ€" 180 mm with thickness of 2 mm for reflectivity measurements [26]. 2.3 Experimental techniques The characteristics of silicon carbide such as diameter and morphology were observed by scanning electron microscopy with EDX (SEM, HITACHI S-4800). The crystalline phases of the silicon carbide were analyzed by X-ray diffraction with Cu KÃŽ ± radiation. The performance test of radar absorbing was evaluated by reflectivity using Arch method. Reflectivity R is ratio of radar-absorbing material (RAM) reflective power to metallic plate reflective power, which can be expressed as: (1) Where Pa is the reflective power of the sample and Pm is the reflective power of metallic plate. In practice, we surveyed the ratio of the reflective power of the sample and the reflective power of metallic plate to the same reference signal that was in direct proportion to transmit, respectively. , (2) Where Pi is the reference signal. So (3) The Reflectivity was finally expressed with db as: (4) The schematic diagram of the experimental setup was shown in Fig. 1. The reflectivity of the samples were measured and compared with that from a plane metallic plate. Measurement was carried out using an HP8722ES network analyzer in the swept frequency range of 2–18 and 18–40 GHz. All samples were made 180 Ãâ€" 180 mm with thickness of 2 mm in order to cover the metallic plate for reflectivity measurements. 3. Results and discussion 3.1 Structure characterization Figure 2 shows the scanning electron micrograph of the fresh silicon carbide. From this figure it is evident that majority of the silicon carbide particles are angular in nature. The surface composition of silicon carbide particles was distinctly determined with SEM-EDX spectrum (Fig. 2c). EDX analysis reveals that the SiC composed of the Si and C elements. The XRD pattern for the silicon carbide samples is presented in Fig. 3. From the XRD patterns, it can be easily observed that ÃŽ ²-SiC was formed by present major peaks located at 35.6 (111), 41.2 (200), 60.1 (220), 71.8 (311) and 75.1 (222), all of which are attributed to ÃŽ ²-SiC (JCPDS no. 29-1129). So the prepared product is pure ÃŽ ²-SiC powder. This result agrees well with the results obtained for ÃŽ ²-SiC prepared by the literature methods [27-30]. 3.2 Microwave absorbing properties in 2–18 GHz The different content of produced silicon carbide powders may change the impedance matching condition of microwave-absorption. Thus, as shown in Fig. 4, the reflection loss (RL) varies with filler content of the silicon carbide-epoxy composite in the frequency range of 2–18 GHz. It can be seen that with increasing the addition of silicon carbide and a maximum reflection loss of -19.5 dB was obtained at 7 GHz with the thickness 2.0 mm. Meanwhile, the centers of the reflection loss peaks for silicon carbide-epoxy composites move gradually to the lower frequencies (from 7 GHz to 4 GHz for S-1, -2, -3, -4 and -5 composites, respectively), which may also be attributed to the enhanced silicon carbide content. These results are consistent considering that the mechanism of wave absorption is mainly due to heat dissipation effects (on the condition of same thickness) of silicon carbide satisfying the perfect absorption condition and, therefore, are strongly linked to the conductivity o f medium. Fig. 5(a) shows the three-dimensional of RL values for silicon carbide-epoxy composites in terms of volume fraction at frequencies between 2 GHz and 18 GHz. Silicon carbide-epoxy composites absorbers present the effective absorption (RL 3.3 Microwave absorbing properties in 18–40 GHz Fig. 6 shows the experimental absorption characteristics of silicon carbide-epoxy composites in terms of volume fraction at frequencies between 18.0 GHz and 40.0 GHz. The variation of matching frequency with silicon carbide volume fraction is shown in Fig. 6. As we can see, the silicon carbide-epoxy composites displayed poor microwave absorption performance. Among the silicon carbide-epoxy composites, the powder prepared using an silicon carbide content of 45 wt% (S-4) had a pronounced absorption band at 25.2 GHz with a reflection loss of -9.1 dB. The significant improvement was considered to be resulted from a better impedance matching due to the certain ratio of silicon carbide, which might be ascribed to the special structures in the silicon carbide-epoxy composites. Fig. 7 (a, b) displayed the visual three dimensional and color-filling patterns of microwave absorption values of the silicon carbide-epoxy composites with different weight ratio of the silicon carbide. Obviously, S-1, S-2, S-3 and S-5 silicon carbide-epoxy composites absorbers present weak absorption (RL 4. Conclusion In summary, we have successfully prepared the silicon carbide via combustion method in nitrogen atmosphere. XRD and SEM studies have established formation of the silicon carbide material. Experimental results indicate that the silicon carbide-epoxy composites in 2–18 GHz exhibit better absorption performances than in 18–40 GHz. The shifts of the attenuation peak in microwave absorbing properties of composites are due to increasing the content of silicon carbide in all frequency range of 2–40 GHz. It was found that the optimum reflection loss could be obtained over a broad frequency region on the silicon carbide-epoxy composites. 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Business Analysis Kelloggs Company

Kellogg Company Environment Denjah Harte MGT/521 September 10, 2012 Dr. John Grabarczyk Kellogg Company Environment Analyzing a company is one function a mutual fund manager performs when deciding to invest. The organization should conform to a strategic goal, evaluate new product developments, and have an increased market potential. Kellogg Company is a multinational, diversified, food manufacturing company producing cereals, snacks, and other foods. A mutual fund manager would recommend investing in the Kellogg Company based on long-term profitability and financial stability.Originally named The Battle Creek Toasted Corn Flake Company in 1906, in 1922 W. K. Kellogg renamed it Kellogg Company. According to  Kellogg Company (2012),  Ã¢â‚¬Å"Kellogg Company is the world’s leading producer of cereal, second largest producer of cookies and crackers and – through the May 2012 acquisition of the iconic Pringles business – the world’s second largest savory sn acks company. In addition, Kellogg is a leading producer of frozen foods† (para. 1). An analysis of Kellogg Company reveals strengths, weakness, opportunities, and threats that single out some key issues within the company.As a company, Kellogg has several strengths: it is a widely known brand name, the advertising campaign slogans are famous, and the company holds the largest global market share for pre-sweetened cereal. Every company has weaknesses as well – Kellogg has not developed many new cereal lines, their market share in the United States is declining, and the pricing approach is out-of-date. Kellogg Company has grown in the international market, making strides by acquiring the Pringles Brand in May 2012 (Kellogg Company News Room: In the News,  2012).Kellogg Company expanded to Europe, South America, and Asia Pacific, observing a slow growth to keep expenses from exceeding profits. Kellogg Company must lower prices to stay competitive and cost-effective in t he core areas, and reduce costs to keep a large share of the market. One threat Post, Quaker Oats, and General Mills uses against Kellogg Company is opposition pricing and other discount cereals imitate brand name cereals to try to chip away at Kellogg Company’s market share. Kellogg Company must combat these threats to stay invulnerable.The key to investing in Kellogg Company stems from the profitability in the long term. Diversifying product lines and moving focus away from cereal is rational and sound thinking. Increased economic instability and agricultural issues will cause upheaval but if judiciously anticipated, Kellogg Company will add to their market share. The addition of the Pringles Brand in early 2012 declined the profitability of Kellogg Company in the first half of the year because of cash outlay; however, the second half of the year projects larger profits as the product line aligns with the rest of the company.Kellogg Company has shown excellent leadership fo resight to expand into new territory globally, develop better products to suit the demand in those areas, and potentially increase profits for stakeholders. The internal and external stakeholders for Kelloggs Company play a crucial role in the organization, especially in how they â€Å"perceive the performance of the organization† (Yukl, 2010, pp. 377). Executives, managers, and employees represent internal stakeholders while investors, suppliers, the community, and consumers represent external stakeholders in Kellogg Company.The needs and requirements of the stakeholders differ, depending on the stakeholder relation to the company. Executives need to expand the company while keeping the company profitable and expenses to a minimum. Managers and employees need employment, want the potential to advance, and to earn good salaries. Investors need to see a profit, or a plan to increase profits, before they will want to invest more in a company. Suppliers need a demand for their o wn product and want the demand to continue.The community needs greener ways of producing products, using resources in a sustainable manner, and producing less waste. Consumers are complex in many aspects. Consumers are the end user of the product, the focal point of the strategic planning, and whose views influence the direction the organization takes in the global and local community. Consumer wants are many: a cheap cost, a nutritious product, an available supply, long storage life, and easy accessibility to a large variety.The consumer needs are simpler to define: they need food, shelter, and clothing. Kellogg Company fulfills the needs of the stakeholders in various ways. Kellogg expanded from its headquarters in Battle Creek, Michigan, across the United States, Canada, and into Mexico. The company extended globally to Europe, South America, and Asia Pacific, opening the door to new opportunities, careers, and partnerships for stakeholders. Kellogg Company encourages a value sys tem for employees at every level in the organization.Integrity, respect, accountability, passion, simplicity, success, humility, and hunger along with a Global Code of Ethics guide the business practices of employees of Kellogg Company worldwide. Kellogg Company calls these the ‘K Values’. Suppliers, like wheat, corn, and rice farmers, grow the grains for Kellogg Company. According to â€Å"Kellogg's Corporate Responsibility: Responsible Sourcing† (2012), Kellogg Company â€Å"requires supplier companies to comply with fair labor practices and ethical business standards, along with pertinent standards around environmental, health and safety issues† (para. ). Kellogg Company upholds suppliers to this high code of conduct. Community needs are a concern for Kellogg Company. The environmental impact of a growing world population is significant and Kellogg Company works to produce more with less energy, fewer greenhouse gas emissions, less water, and less waste (Kellogg’s Corporate Responsibility: Environment Outlook, 2012). Water reclamation, wastewater discharge, wellhead protection, and soil conservation are a few global environmental community projects currently performed by Kellogg Company.Kellogg Company considers consumer needs as well. From sustainable packaging made from recycled materials, to communicating the product and the nutritional information, Kellogg Company gives consumers a familiar product on the shelf, recognized from the advertising slogan, and it is nutritious. Consumers see the brand name and may not realize the sustainable grains, recycled material packaging, or the reduced carbon footprint of the transportation in getting the product to the shelf – they see food. Kellogg Company does not fulfill every stakeholder need.Investors saw stock prices drop because of economic depression worldwide, the steady decline of the demand for breakfast products, and the market trends lean toward more nutritious sn ack foods. Kellogg Company acknowledged the change in vision and scope, adjusting to adapt to new ideas and performing a gap analysis at the end of 2011. Kellogg Company diversified their portfolio of products, acquiring Pringles Brand snacks, and presented the second quarter financial results report to investors with solid, forward-looking statements and projections or the remaining fiscal year along with a projection for the years to come. Kellogg Company is a solid investment. Mutual fund managers considering Kellogg Company inclusion to a portfolio will benefit the client with an organization that truly has earned accolades and achievements for diversity and expansion goals as well as awards for civic, global, and environmental awareness. Representing the Olympics in 2012 is another achievement and excellent approach to sponsor good health and habits on a global scale. References Kellogg Company. (2012).Kellogg Company Fact Sheet. Retrieved from http://newsroom. kelloggcompany. com Kellogg Company. (2012). Kellogg’s Corporate Responsibility. Retrieved from http://kelloggcorporateresponsibility. com/ Kellogg Company. (2012). The Official Corporate Home Page of Kellogg's. Retrieved from http://www. kelloggcompany. com Nickels, W. G. , McHugh, J. M. , & McHugh, S. (2010). Understanding Business (9th ed. ). New York, NY: McGraw-Hill/Irwin. Yukl, G. A. (2010). Leadership In Organizations (7th ed. ). Upper Saddle River, New Jersey: Pearson Prentice Hall.

Stop Cluttering Up the Classroom Walls

Despite a teachers best intentions, a cluttered classroom environment could be distracting students from learning. Too much visual stimulation in the classroom can be distracting, the layout may be unwelcoming, or the classroom wall color may have a negative impact on mood. These elements of  classroom environment  can have a negative or positive effect on student academic performance. This general statement is supported by a growing  body of research on the critical impact that light, space, and room layout have on a students well-being, physically and emotionally. The Academy of Neuroscience for Architecture has collected information on this impact: Features of any architectural environment can  have an influence certain brain processes such as those involved in stress, emotion and memory (Edelstein 2009).   While it may be difficult to control all factors, the choice of materials on a classroom wall is the easiest to manage for a teacher.  The  Princeton University Neuroscience Institute  published the results of a study,â€Å"Interactions of Top-Down and Bottom-Up Mechanisms in Human Visual Cortex,†Ã‚  they conducted that discusses how the brain sorts out competing stimuli. One heading in the research notes: Multiple stimuli present in the visual field at the same time compete for neural representation...   In other words, the more stimulation in an environment, the more competition for attention from the part of a students  brain needed to focus. Michael Hubenthal and Thomas O’Brien reached the same conclusion in their research  Revisiting Your Classroom’s Walls: The Pedagogical Power of Posters  (2009). They found that a students  working  memory uses  different components that process visual and  verbal information . They agreed that too many posters, regulations, or information sources could have the  potential of overwhelming a students  working memory:   The  visual complexity caused by an  abundance of text and small images  can set  up an  overwhelming  visual/verbal  competition between  text and  graphics for which students must gain control in order to  give meaning to information. From Early Years to High School For many students, the  text and graphic-rich classroom environments begin in their early education (Pre-K and elementary) classrooms. These classrooms may be decorated to an extreme.   Too often,  clutter passes for quality, a  sentiment expressed by  Erika Christakis in her book  The Importance of Being Little: What Preschoolers Really Need from Grownups  (2016).  In  Chapter 2 (Goldilocks Goes to Daycare) Christakis describes the average preschool the following way: First well bombard you with what educators call a print-rich environment, every wall and surface festooned with a vertiginous array of labels, vocabulary list, calendars, graphs, classroom rules, alphabet lists, number charts, and inspirational platitudes - few of those symbols you will be able to decode, a favorite buzzword for what used to be known as reading(33). Christakis also list the other distractions that are also  hanging in plain sight:  the number of  mandated rules and regulations alongside decorations including hand washing instructions, allergy procedures, and emergency exit diagrams. She writes: In one study, researchers manipulated the amount of clutter on the walls of a laboratory classroom where kindergarteners were taught a series of science lessons. As the visual distraction increased, the childrens ability to focus, stay on task, and learn new information decreased (33). Researchers from The Holistic Evidence and Design (HEAD) support Christakiss position. They assessed  hundred fifty-three U.K. classrooms to study the link of classroom environment to the learning of almost four thousand students  (ages 5-11).  Researchers  Peter Barrett, Fay Davies, Yufan Zhang, and Lucinda Barrett published their findings in  The Holistic Impact of Classroom Spaces on Learning in Specific Subjects  (2016).  They reviewed the impact of different factors, including color, on student learning, by looking at measures of progress in reading, writing, and math.  They found that reading and writing performances are particularly affected by levels of  stimulation. They also noted that math received  the most positive impact from a classroom design that is student-centered and personalized spaces. Environment Element: Color in the Classroom The color of the classroom can also stimulate or overstimulate students. This environmental element may not always be under the teachers control, but there are some recommendations teachers might be able to make. For example, the colors  red and orange are associated with negative impact on students, making them feel nervous and unsettled. In contrast, blue and green colors are calming colors.   The color  of an environment also affects children differently according to age. Younger children below five may be more productive with bright colors such as yellow. Older students, specifically high school students, work better in rooms painted in light shades of blue and green which are less stressful and distracting.  Ã‚  Warm yellows or pale yellows are also older student appropriate. The scientific research into color is extensive and color can affect children’s moods, mental clarity, and energy levels,  (Englebrecht, 2003).   According to the International Association of Color Consultants - North America (IACC-NA), a school’s physical environment has a  powerful psycho-physiological impact on its students:   â€Å"Appropriate color design is important in protecting eyesight, in creating surroundings that are conducive to studying, and in promoting physical and mental health.† The IACC has noted that poor color choices can lead to irritability, premature fatigue, lack of interest and behavioral problems.   Alternatively,  walls with no color can also be a problem. Colorless and poorly lit classrooms are often considered boring or lifeless, and a  boring classroom maybe likely to cause  students to become disengaged and uninterested in learning. â€Å"For budget reasons, a lot of schools don’t seek out good information on color,† says Bonnie Krims, of IACC. She notes that in the past, there was a common belief that the more colorful the classroom, the better for the students. Recent research disputes past practice, and that too much color, or colors that are too bright, can lead to overstimulation. An accent wall of bright color in a classroom may be offset by muted shades on the other walls.  Ã¢â‚¬Å"The goal is to find a balance,† Krims concludes.   Natural Light Dark colors are equally problematic. Any color that lessens or filters  natural sunlight out of a room can even make people feel drowsy and listless (Hathaway, 1987).  There are multiple studies that point to the  beneficial effects of natural light  on health and mood. One medical study found that patients who had access to a scenic view of nature had shorter hospital stays and required lower amounts of pain medication than those patients who had windows that faced a brick building. The official  blog of the U.S. Department of Education posted a  2003 study  (in  California)  that  found that classrooms with the most (natural light)  daylighting had a 20 percent better learning rate in math, and a 26 percent improved rate in reading, compared to classrooms with little or no daylighting. The study also noted that in some cases,  teachers  needed only  to reposition furniture or move  storage to  take advantage of the available natural light in their classrooms.  Ã‚   Overstimulation and Special Needs Students Overstimulation is an issue with students who may have Autistic Spectrum Disorder  (ASD).  The Indiana Resource Center for Autism  recommends that teachers try to limit  auditory and visual distractions so that students can  focus on the concepts that are being taught instead of details that may not be relevant, and reduces competing distractions. Their  recommendation is to limit these distractions: Often when students with ASD are presented with too much stimulus (visual or auditory), processing may slow down, or if overloaded, processing may stop completely.   This approach may prove  beneficial for other students as well.  While  a  classroom rich in materials may support learning,  a cluttered classroom that overstimulates  may be too distracting to many students whether they special needs or not. Color also matters for special needs students. Trish Buscemi, the owner of  Colors Matter, has experience in advising clients what color palette to use with special needs populations.  Buscemi has found that blues, greens, and muted brown tones tend to be appropriate choices for students with ADD and ADHD, and she writes on her blog  that: The brain remembers color first! Let the Students Decide At the secondary level,  teachers could have  students make contributions to help shape a learning space. Giving students a voice in designing their space along will help develop student ownership in the classroom.  The  Academy of Neuroscience for Architecture  agrees, and notes  the importance of being able to have spaces that students can call their own. Their literature explains, Feelings of comfort and welcome in a shared space are vital to the level in which we feel invited to take part.  Students are more likely to  take pride in the space, and they are more likely to support each others efforts to contribute ideas and maintain organization.   Also, teachers should be encouraged to feature student work, maybe original pieces of art, displayed to elicit trust and student worth.   What Decorations to Choose? To reduce classroom clutter, teachers could ask themselves the following questions before putting that velcro or removable tape onto the classroom wall: What purpose does this  poster, sign or display serve?Do  these  posters, signs, or items celebrate or support student learning?Are the  posters, signs, or displays  current with what is being learned in the classroom?Can the display  be made interactive?Is there  white space in between wall displays to help the  eye distinguish what is in the display?Can students contribute to decorating the classroom (ask â€Å"What do you think could go inside that space?†) As the school year begins, teachers should keep in mind opportunities to limit distractions and reduce classroom clutter for better academic performance.