Henry Fords Leadership Style and Culture

Henry Fords Leadership Style and Culture Henry Ford is a well-known figure. An inventor, Successful Entrepreneur and he is a philanthropist and successful American businessmen who was the founder of Ford Motor Company. Henry Ford was born in 30th July 1863 on a farm Greenfield Township Michigan in United State and Ford family were immigrant from Ireland. He lost his mother in 1876 when he was thirteen and he had no interest in taking over his family farm and he moved to city of Detroit. He used to work as an apprentice at the flowers machine shop. In 1896 he was successfully built his first automobile, called quadricyle. Henry Ford started his own Ford Motor Company in 16th June 1903 with $100,000 of capital stock but only $ 28,000 paid in cash. After introducing model T in 01st of October in 1908 his wisdom able to change the millions of lives in that period. Making of Model T is a one of main milestone in the personal transportation. Model T is a car very easy to operate and easy to handle on the rough roads and its automatically became as a huge success in car making industry. In 1918 half of all the American cars were the Ts and because of that Ford had to build-up another large factory in Michigan in 1910. Henry started accurate manufacturing, standardizing and interchanging parts in 1913 and he moved to assembly line system as well. It was a one of greatest revolution of the automobile industry because it reduced the assembly time per vehicle and it done very smoothly and efficiently with law cost. Henry Fords production of T model made the largest automobile manufacturer in the world.   Henry ford is the inventor of the modern day assembly line method of production for his model T cars and hold more than 100 patent for his inventions. He is a leader who had great qualities which proven by his popularity and building affordable cars. Individual consideration / appreciate workers He was a person who appreciated his workers by paying them a huge wages for all of his assembly line workers. Because of that he grab all the talented workers in the region to work in ford. Not only by paying high salaries but also by giving some credits to their work and by making an environment where they happy to work and feel that they are a part of an organization. Believing yourself He believed himself and taught others to believe their self and always push them to go beyond their limits and imagination which could make impossible, a possible. Born to work He realized that work takes an essential part of our lives. As a human being we need to work, in order to reach your goals, to accomplish your dreams, to change impossible to possible. Work represent a huge part of our lives. Cost cutting He implement this method to produce more automobiles which everybody can afford. Reduce the production cost by eliminating expensive options such as luxury look, design, choice of colour and producing automobiles using an assembly line method. Credibility He had all the knowledge about automobiles. His vision is not only invent just a machine but invent it in larger quantities and it should be able to afford for everyone. Intellectual stimulation His way of thinking by introducing the moving assembly line, minimum stock level and minimising wastage. Decision making He was a great decision maker. Made the right thing at the right time. When other manufactures thinking about luxury cars he thought about the affordable cars which is more reliable in economical market. Risk taking Henry Ford is a risk taker because after he became as an unshakable giant in the automotive industry he decided to join to aviation trade and he started manufacturing since 1925 and he built few aircrafts for the US army and passenger transportation but he had to shut it down in 1933 because of poor sales and 1929 economic recession. That is a one of his financial and reputation risk MOTIVATION He is always interested in mechanics. He had a born talent for mechanism and his passion for the machines and most importantly he became as engineer with Edison illuminating company in 1891. Those are the reason to inspire him and dedicate his for the industry. After he established Ford Company he had to compete with the other automotive companies which made him more innovative, self-believing and reputed. Those motivations led him to the success in automobile industry. Individual consideration which means paying high wages, appreciation toward their workers and hardworking (there was a time henry could have retired even though he stayed and work for the company) inspired his team. ANALYSIS HENRY FORD COMPARATIVE WITH OTHER ENTREPRENEURS Henry Ford was a great Entrepreneur and same as Richard Branson funder of Virgin group seen by many of as also a good Entrepreneur and he stared over 200 companies and many of his companies have been succeed but few have still failed but when he comparing with quality of risk taking he is a unbeatable risk taker in every part because he had good gut feeling and he start everything as an apprentice and driven it to the target. Bill gate is another great entrepreneur, contributes to the technical progress in the world like Henry Ford in Automobile industry. He had a great determinations and perseveration to develop the industry and he developed the computer systems and his quality of hard working he driven to his targets. Bill gates and Henry Ford both are having same entrepreneur qualities but within little time period Bill gate able change the IT industry, because he has lots of sources and he is an expert in his field but it is different in Henry Fords time and its cannot be compare to the time who Bill gates living in. William C Durant also a great entrepreneur who started his career as a sales man, later he found the general motor company. He established many automobile companies, most of them are join ventures and blooming, yet few was fallen as a result of Durants poor decision making. If we compare the Durants decision making quality to ford, Durant made the decisions by looking at its present economy and short term success. His poor decision led him to lost the control of GM. General Motors built on their vision and took over to first place in market share by adding variety. But, it was Henry Ford who saw a future much different and much better than his current day. (The title of Fords popular 1926 book, Today and Tomorrow, reflects this). Ford is an innovator, he invented assembly line method to the automobile production though Durant didnt invent any to the industry. Risk taking is another great quality of ford. Not being framed to the automobile production, he took his production to the aviation industry, instead. He built few aircraft to the US Army and passenger transportation. It wasnt successful shut down the company because of poor sales and recession. Durant wasnt a risk taker, he never tried a new industry he just stick to the automobiles. By comparing Henry Fords qualities with William C Durant, Henry ford was great entrepreneur who had all the qualities, such as innovation, rick taking, decision making, to be a great leader to lead his team and organization to the success. HOFSTEDES 5 CULTURAL DIMENSIONS Five dimensions of culture Armed with a large database of cultural statistics, Hofstede analysed the results and found clear patterns of similarity and difference amid the responses along these five dimensions. Interestingly, his research was done on employees of IBM only, which allowed him to attribute the patterns to national differences in culture, largely eliminating the problem of differences in company culture. Power/Distance (PD) This refers to the degree of inequality that exists and is accepted among people with and without power. A high PD score indicates that society accepts an unequal distribution of power and people understand their place in the system. Low PD means that power is shared and well dispersed. It also means that society members view themselves as equals. According to the above explanation henry Fords strategy is categories under the low power/distance (PD). The characteristics of an organization to identify whether a high PD or low PD is are, It should be a flat (horizontal) organization which means, an organization with less or no levels of intervening management between its staff and management. Equalise, the way they treat to the managers or the supervisors are same as the way treat to the employees Ford motor company is an organization with a less management between its staff which relief employees from extra pressure and they are able to see the result of what they have really done, what is the outcome of his action. There are more possibilities to try their new ideas and management can identify the creativity and it can be used for companys success. Employees are loyal to the company. Henry treated everyone in a same manner by appreciating their work not considering who he is, what position he/she hold. Individualism (IDV) This refers to the strength of the ties people have to others within the community. A high IDV score indicates a loose connection with people. In countries with a high IDV score there is a lack of interpersonal connection and little sharing of responsibility, beyond family and perhaps a few close friends. A society with a low IDV score would have strong group cohesion, and there would be a large amount of loyalty and respect for members of the group. The group itself is also larger and people take more responsibility for each others wellbeing. Masculinity (MAS) This refers to how much a society sticks with, and values, traditional male and female roles. High MAS scores are found in countries where men are expected to be tough, to be the provider, to be assertive and to be strong. If women work outside the home, they have separate professions from men. Low MAS scores do not reverse the gender roles. In a low MAS society, the roles are simply blurred. You see women and men working together equally across many professions. Men are allowed to be sensitive and women can work hard for professional success. Henry appointed anyone who has a talent in automobile without any consideration, whether male or female and appreciated in same manner. So the ford company is categories under low MAS. No matter male or female, if company recognized your talent and admire and respect it that persons motivation level is high. That would help an organization to motivate their employees. Uncertainty/Avoidance Index (UAI) This relates to the degree of anxiety society members feel when in uncertain or unknown situations. High UAI-scoring nations try to avoid ambiguous situations whenever possible. They are governed by rules and order and they seek a collective truth. Low UAI scores indicate the society enjoys novel events and values differences. There are very few rules and people are encouraged to discover their own truth. Entering and starting a business in automobile industry is not a tranquil thing. Person must have a knowledge of the industry, product and the economy and talent of course. Henry was risk taker (one of his great leadership quality) which we has seen it from him, when was moved to aviation. His vision aimed the future and strategies were long term. Henry didnt take the decisions by looking at the present economy statues. So its a low UAI. Long Term Orientation (LTO) This refers to how much society values long-standing as opposed to short term traditions and values. This is the fifth dimension that Hofstede added in the 1990s after finding that Asian countries with a strong link to Confucian philosophy acted differently from western cultures. In countries with a high LTO score, delivering on social obligations and avoiding loss of face are considered very important. Henry ford, he is the creator of ford motors he has the power to shut it down and treat the others in the company as he want. There was always a chance for creativity and innovation in the ford company. He didnt falter to do any changes according to the market and the economy. Because of those reasons according to the Hofstedes Cultural Dimensions its a low LTO CONCLUSION In 1999 November Business magazine of Fortune selected Henry Ford as Businessmen (business entrepreneur) of 20th century out of 4 nominative entrepreneurs. Alfred Sloan (General Motors) Thomas Watson (IBM), 20th century business leader Bill Gates and Sheryl James (James) and he got this award honour for transformation of the millions of life styles and for the revolution of automobile world creating a car which was the affordable for working middle class. As the heirs to Henry Fords extraordinary vision of progress because of that others job is to learn from the past and work toward the future. If that happens, perhaps people will be writing about their own generations manufacturing visionaries 100 years from now. He is great entrepreneur, charismatic personality, great leader, hard worker, risk taker and he had an unbeatable great qualities as an entrepreneur and it cannot be compare to another entrepreneur in world. Henry Ford had great ambition and he had a great confidence about himself and he truly believed his dreams come to true and he succeed. There was no way to escape the fact that Henry Ford was the great business impresario of his era or any era for that matter. -Douglas Brinkley, authors, Wheels for the world

Justice in Socrates’ City Essay -- Socrates Book IV Justice

Justice in Socrates’ City While Adeimantus and Glaucon appear to enthusiastically accept Socrates’ conclusions about the nature and benefits of justice at the end of Book IV, even going so far as to complete his argument about the profit of justice themselves, they only do so because they have followed Socrates’ argument linearly without going back to test new claims against established premises. Had they done so, they would have been to discover the gaps in Socrates’ logic and the full implications of his constructed city—a city that not only failed to illustrate how justice was profitable in itself and correlated with happiness, but actually proved the precise view of justice as a sacrificial act that it was constructed to disprove. Glaucon and Adeimantus’ uncritical willingness to agree with Socrates’ claims throughout the argument is especially dangerous when it leads them to ignore cues that something in his argument is misleading. They assent to the censorship rules he puts forth even as he admits himself that they are somewhat questionable. When Socrates suggests banning all poetry that paints a bleak picture of Hades, he admits that they would, in effect, be banning the best poetry when he says, â€Å"the more poetic [the verses] are, the less they should be heard† (III, 387) . Later, when he suggests banning sensuous Marsyan instruments, he admits that the move constitutes â€Å"purging the city that a while ago we said was luxurious† (III, 399). In both cases, Glaucon and Adeimantus are quick to justify the suppression of things even Socrates ascribes virtue to in the name of the greater good of the city, but in so doing, they are themselves subverting one of their own purpose s in the argument—to show that the common good co... ...le to be both happy and just for the city’s citizens, but it is the existence of men like Glaucon and Adeimantus—those whose knowledge extends beyond the city and from whom the â€Å"noble lie† emanates—that in effect proves Thrasymachus’ point that justice is unprofitable drudgery on someone else’s behalf. The rulers, Socrates explains earlier, are the only citizens permitted to lie (III, 389). Since it is agreed that â€Å"to possess the truth [is] a good,†(III, 413) when the citizens are necessarily deprived of the good, it is in their best interest to grasp for power, as Thrasymachus suggests, because power confers knowledge in the city. Thus, we are returned to Thrasymachus’ introduction to the dialogue, which begins when he demands a fine if Socrates is found to err. His conflation of knowledge and power at the expense of justice is precisely the method of Socrates’ city. Justice in Socrates’ City Essay -- Socrates Book IV Justice Justice in Socrates’ City While Adeimantus and Glaucon appear to enthusiastically accept Socrates’ conclusions about the nature and benefits of justice at the end of Book IV, even going so far as to complete his argument about the profit of justice themselves, they only do so because they have followed Socrates’ argument linearly without going back to test new claims against established premises. Had they done so, they would have been to discover the gaps in Socrates’ logic and the full implications of his constructed city—a city that not only failed to illustrate how justice was profitable in itself and correlated with happiness, but actually proved the precise view of justice as a sacrificial act that it was constructed to disprove. Glaucon and Adeimantus’ uncritical willingness to agree with Socrates’ claims throughout the argument is especially dangerous when it leads them to ignore cues that something in his argument is misleading. They assent to the censorship rules he puts forth even as he admits himself that they are somewhat questionable. When Socrates suggests banning all poetry that paints a bleak picture of Hades, he admits that they would, in effect, be banning the best poetry when he says, â€Å"the more poetic [the verses] are, the less they should be heard† (III, 387) . Later, when he suggests banning sensuous Marsyan instruments, he admits that the move constitutes â€Å"purging the city that a while ago we said was luxurious† (III, 399). In both cases, Glaucon and Adeimantus are quick to justify the suppression of things even Socrates ascribes virtue to in the name of the greater good of the city, but in so doing, they are themselves subverting one of their own purpose s in the argument—to show that the common good co... ...le to be both happy and just for the city’s citizens, but it is the existence of men like Glaucon and Adeimantus—those whose knowledge extends beyond the city and from whom the â€Å"noble lie† emanates—that in effect proves Thrasymachus’ point that justice is unprofitable drudgery on someone else’s behalf. The rulers, Socrates explains earlier, are the only citizens permitted to lie (III, 389). Since it is agreed that â€Å"to possess the truth [is] a good,†(III, 413) when the citizens are necessarily deprived of the good, it is in their best interest to grasp for power, as Thrasymachus suggests, because power confers knowledge in the city. Thus, we are returned to Thrasymachus’ introduction to the dialogue, which begins when he demands a fine if Socrates is found to err. His conflation of knowledge and power at the expense of justice is precisely the method of Socrates’ city.

Capital Punishment Essay: Capital Punishment Targets the Poor

Capital Punishment Targets the Poor In some states, inmates can be executed for crimes they committed at the age of 16; in others, only those who committed murder at age 18 or older are eligible for the death penalty. This essay will demonstrate that such inconsistencies and many other factors cause a situation where the poor are consistently targeted by the death penalty.    Some states, but not all, ban the execution of people with mental retardation. Some states include felony murder (unpremeditated murder committed in the course of another crime such as robbery or burglary) as a capital crime; others do not. In the 29 states that have a sentence of life without parole, 23 have statutes that bar judges from letting jurors know they have that sentencing option. Since studies consistently show that when given a choice between a death sentence and a sentence of life without parole, most people will choose the latter, failure to inform a jury of this alternative is tantamount to sending more people to the execution chamber.    Social science research has discredited the claim that execution deters murder. The majority of murders are committed in the heat of passion, and/or under the influence of alcohol or drugs, when there is little thought given to the possible consequences of the act. "Hit men" and other murderers who plan their crimes beforehand, intend and expect to avoid punishment altogether by not getting caught.    Law enforcement officials know that the death penalty is not a deterrent. Imposing the death penalty more often was thought to be cost-effective by only 29% of 386 randomly selected U.S. police chiefs polled by Peter D. Hart Research Associates in 1995. States that have death p... ...ily as an alternative to the death penalty(Death).    In 45 states, laws allow life sentences for murder that severely limit or eliminate the possibility of parole. Thirteen states impose sentences without the possibility of parole for 25 - 40 years, and all but three of the states that use capital punishment also have the option of life imprisonment with no possibility of parole. Although it is often assumed that capital punishment is less costly than life imprisonment, the opposite is true: in terms of dollars, in terms of crime control, and in terms of morality.    Is there any other way to go than to oppose capital punishment? No.    WORKS CITED: Death Penalty Information Center  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.deathpenaltyinfo.org/ Stanford Law Review  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://support.lexis-nexis.com/online/record.asp?ArticleID=LXE_Law_Rev_S   

Philosophy Essay

The existence of God is viewed in two debatable perspectives – either the Divine Almighty exists or He does not. It is almost impossible to dwell on revealing the right answer to resolve this matter as one is dealing with an abstract matter that goes beyond reason and the physical or concrete aspect of life and the universe. The first argument questions the existence of God because there is no tangible sign in reality that reveals that He does exist. The opposite argument argues that God exists because of the impossibility of the presence of a Divine Being despite his non-existence in physical terms. This is supported by the virtue of faith and the belief that a greater power must be responsible for the existence of man and life. Perhaps asking about the existence of God is one of the most glorified questions that have not been answered since the beginning of time. This may not only be because of the fact that he does not encompass a physical entity, but also because God as an entity is beyond reason that people cannot even start to define who or what He is, what He is capable of doing, and such. In order to present an argument regarding this matter, it is important to discuss points which will prove or rather rationalize God’s existence. God exists, but He will only dynamically exist if one believes in His true existence. Rationalizing the existence of God is similar to proving the existence of love. Love is an abstract feeling or emotion, like God Himself is a nonrepresentational entity which does not exist in physical terms. Love is the same. It is an abstract feeling or emotion which cannot be represented in tangible terms, however, people know what it is, if not believe in it. Love exists because people believe in it. Love is felt and expressed, defining its meaning and significance, and framing it as a valid term or feeling because people can feel it allowing them to know it does exist. On the other hand, people who do not believe in love do not also believe it exists. I think this argument goes the same with the inquiry of the existence of God. God is a term or a word which represents a Divine Entity, while love is also a term or a word which represents an abstract feeling or emotion. However, their existence in reality is only confined in terms or words not unless people would believe they do exist and act upon their existence. Therefore, God does not exist for people who do not have faith in His existence, who do not give meaning to who He is as the creator of man and the universe. Think about love and why people believe it exists. This is because people choose to believe in what they feel, although unexplainable and intangible. Love is expressed in so many ways, from touching, caring, helping, doing good and kind acts, etc. Since love is expressed, then it is felt consequentially; and since it is felt, then people believe it does exist. In terms of the existence of God, people can justify His existence then by acting on their faith. This means worshipping him, praying to him, spreading His word, practicing or applying His commandments, and living in His righteousness. God becomes present in an individual’s life if he chooses to abide by Him and believe in what He has to offer for mankind. This means that although God exists by definition, He will continually exist in reality – that is in the lives of man and in everything they do – if people believe that He plays an important role in their lives and that He commands or directs man into living in the kind of life that He wants for His people. The existence of God then is justified by faith. Moreover, God exists within the things that represent who He is as a Diety – and that is in goodness, in love, in hope, respect, trust, and graciousness. God’s existence perhaps is the most difficult matter to argue given the diverse answers of people to this inquiry. However, one possible rationalization is faith in Him and all the things that people experience that is representative of God. That is man’s faith in God brings Him beyond the term or word labeled to Him, and that the faith of man leads Him to act on it by doing things to acknowledge His existence.

A Qualitative Study on Technology and Its Effects

There are several reasons behind the reference made by educational experts upon the effects of technology upon the learning progress of the students based upon the implication of the said modern innovation based upon the quality of education fostered by the said element of educational advancement.For this particular reason, I aim to examine the actual results that technology actually leaves the students with as they try to push through with their studies in American schools. Constant assessment of the effects that the technological innovations place upon the systems of learning among students in the United States is believed to be among the procedures by which the quality of education could be increased in the said country.Handling students who are from different countries and races are normally one of the challenges that the said country particularly faces. Through this, the studies made to prove the impact of technology upon learning have made this challenge much easier to deal wit h since technology is indeed becoming the common language of students around the world.To be able to get through with the study, I aim to present the ideas supporting technology’s effectiveness in education through addressing the question â€Å"How is technology able to improve the learning procedures and progress of students of the present modern generation?†The qualitative approach has been proposed for the completion of the paper for the aim of actually assessing the current educational situation among schools in the United States based on the quality of teaching that the students receive from their educators and the quality of learning that they are able to imply within themselves through technology.Literature ReviewTo be able to meet the discussions needed for this study, I aims to use three major books namely Nicola Yelland’s Shift to the Future: Rethinking Learning with New Technologies in Education; Oliver Van DeMille’s A Thomas Jefferson Educatio n: Teaching a Generation of Leaders for the Twenty-first Century; and Ann E. Barron’s New Technologies for Education: A Beginner's Guide from which the major issues and theories of the merging of technology and education that would be presented in the study shall come from.Along with these, two major internet websites pertaining to the topic being discussed would also be added as a source for this paper.The said sites are entitled â€Å"An Evaluative Study of Modern Technology in Education† by Seymour   Pappert which talks about the evaluative results on the effects of technology upon learning and teaching; and the article on the â€Å"Incorporation of Technology into Modern Education† which primarily discusses the ways by which technology is implemented in education in the American region. These sources shall be treated by I as the primary source of information as support to the ideas that are to be presented within the study.Proposed MethodologyThe method by which I aim to utilize to be able to come up with the necessary actual proofs that would support the claims I would be suspending shall be the assessment of the impact of technology upon learning through interviews and survey made on a particular Californian Public School in comparison with the results of a survey made on an online learning institution.The survey should be more of like a written interview-survey material that shall be passed on to other students through the internet, while actual interviews shall be done among the young students of a Californian school. The fact that I would be interviewing both the children and the educators shall help me see and actually be affected by the result of the supposed to be performed interview within the research.Significance of the StudyI see the impact of this study as a major way by which educators would be able to understand the essentiality of the implications of technology upon the learning strategies that the institutions serve to their students particularly in the United States. Observing the evaluations made upon the effects of technology in the modern day learning shall indeed add up to the knowledge of the institutions making it easier for them to accept the fact that technology is now a necessity in teaching and learning as well.As for my own part, I see the importance of this study to have an impact on the ways by which I particularly view the importance of technology in teaching my students with regards several issues in the society especially with regards the modern innovations of the communication systems within the human society. As I have taught basic computer application to college students for two years and now currently work as a Computer Resource Assistant in a High School, I know that this study shall give me the knowledge that I need to apply in my career.And since when I finish my masters, I also intend to teach college or adult education, be a school district instructional technology sup ervisor or technology trainer in corporate settings, I know that this study shall affect my motivation in my aspirations in the future. I am also thinking about opening a training center that would offer crash courses for computer applications, learning the impacts of the technology upon learning shall indeed help me understand the needed applications for the training in a better perspective.BIBLIOGRAPHY:First 1100 characters of Incorporation of Technology into Modern Education. (2005). Incorporation of Technology into Modern Education. http://www.123helpme.com/preview.asp?id=27239. (June 11, 2007).Seymour Papert. (2001). An Evaluative Study of Modern Technology in Education. http://www.papert.org/articles/AnEvaluativeStudyofModernTechnology.html. (June 11, 2007).Oliver Van DeMille. (2006). A Thomas Jefferson Education: Teaching a Generation of Leaders for the Twenty-first Century. George Wythe College Press; 2nd edition.Nicola Yelland. (2006). Shift to the Future: Rethinking Learni ng with New Technologies in Education. Routledge; 1 edition.Ann E. Barron. (1997). New Technologies for Education: A Beginner's Guide. Libraries Unlimited; 3 Sub edition.

The Paper Please Law

Moreen Prasad September 20, 2012 ENG 101 Rhetorical Analysis Papers Please! The Support Our Law Enforcement and Safe Neighborhoods Act, often referred to as the Papers Please Law, has stirred up an extensive amount of controversy gaining national and international attention. The Act basically states that people who: are not citizens of the United States; are over the age of 14; and visit the United States for more than 30 days are required to obtain and possess registration documents at all times.However, the creators of the Arizona Act took it one step further when they enforced the failure of carrying your immigration documents with you at all times, a state misdemeanor crime. The state also has made it a requirement for officers to determine a person’s immigration status during any type of lawful contact, if there might be â€Å"reasonable suspicion† that the individual is an immigrant. The Arizona Act is not only unjust, but is bias and condones racism which is what leaders in the past have sacrificed their lives for in hopes of creating equality. What kind of society are we trying to create? One rooted in exclusion, punishment, and fear, or inclusion, forgiveness, and civic cohesion? † asks Lindsay Brooks, editor of â€Å"News Story: Arizona Illegal Immigration Law. † Brooks appeals to citizens in a moral manner in the question imposed, which the majority of people would answer this question with inclusion, forgiveness, and civic cohesion. The authors writing style and language impact the audience significantly. The author uses the word civic cohesion, implying that to punish, fear, and exclude would be uncivilized of the American population.The author uses pathos when referring to inclusion and forgiveness to create feeling within the audience. Forgiveness often requires a change of heart and acceptance. Arizona’s governor signed the Papers Please Law, under an executive order requiring the Arizona Peace Officer Standards and Training Board to provide local police with additional training on what does and what does not constitute â€Å"reasonable suspicion. â€Å" â€Å"The question is what exactly counts as suspicious behavior? And how does one receive efficient training for such judgment? † (Brooks).The author implies that logically, authorities are most likely pulling over and or pointing out anyone looks like a possible target which requires not training, but off the head judgment. The term, â€Å"reasonable suspicion† will simply permit police misconduct. Targets will be based off of obvious and basic judgment such as stereotypes, race, ethnicity, etc. The author creates a question within the readers’ mind of how judgment will be made and how targets will be established and then answers it as she would expect the reader to, persuading the reader to adopt the argument.The author not only addresses but questions the morality of stereotypes that many people encounter. In add ressing stereotypes, the author creates a sense of mutual understanding and trust. The idea of judging ones status does not resemble the society we are trying to create with inclusion, forgiveness, civic cohesion, and equality. Although an individual’s personal decision regarding mass deportation is vital, the situation does not stop at the state boundaries of Arizona. â€Å"As The New York Times wrote in an April 29th editorial, â€Å"The Supreme Court has consistently ruled that states cannot make their own immigration laws. The author adds credibility to their argument. The author demonstrates that she is making more than just an opinion based argument, but is knowledgeable in politics and the concept of law making. When the author speaks upon politics, it makes the audience feel a sense of legitimacy within the argument. In order to create a society that resembles inclusion, forgiveness, and civic cohesion and functions effectively, we must not let our people be exploit ed. â€Å"†¦framed around the same philosophical question: deportation or immigration. † (Lindsay).The author ends the article with a question for the audience to bear in mind which includes ethos, pathos, and logos. Although the author has been persuading the audience to take a stand against the Papers Please and Arizona Act throughout the article, she leaves it to the reader to decide for themselves exerting the right amount of pressure without overwhelming them. I do not agree with the Paper Please law because it allows police misconduct and the law itself is bias and condones racism. It is our job as a community to not let history repeat itself, but to keep progressing forward towards equality.

How to Write the Carnegie Mellon Essays 2015-2016

Founded by Andrew Carnegie in 1900, Carnegie Mellon University is a private research university home to over 6,000 undergraduates. Located in Pittsburgh, Pennsylvania, the college boasts 17 varsity teams in the NCAA Division III classification. While it frequently finds itself placed in the top 25 colleges in the nation, perhaps Carnegie Mellon is best recognized for its phenomenal Computer Science program—except for a brief deviation in 2009, CMU is consistently ranked #1 in Computer Science, beating out the likes of Stanford, Cornell, and MIT. Its other programs aren’t too shabby, either, and as a result over 33,000 seniors each year apply to CMU. Applicants to CMU have seven different colleges to choose from: Regardless of whichever college student choose, all applicants are required to fill out a writing supplement. With an acceptance rate of just 18%, students will need to write top-notch essays to secure their spot. Luckily, Admissions Hero is here to help: Note: this year’s CMU app is essentially identical to last year’s. We’ve updated this year’s post only slightly to reflect new trends in admissions. Read last year’s post here . Please submit a one page, single-spaced essay that explains why you have chosen Carnegie Mellon and your particular major(s), department(s) or program(s). This essay should include the reasons why you’ve chosen the major(s), any goals or relevant work plans and any other information you would like us to know. For freshmen applying to more than one college or program, please mention each college or program to which you are applying. Because our admission committees review applicants by college and program, your essay can impact our final decision. Candidates applying for early decision or transfer may apply to only one college and department. This prompt is essentially asking you to write a â€Å"Why X† essay for Carnegie Mellon. Because so many students apply to CMU, the admissions officers are interested in accepting only the students who are genuinely interested in attending CMU. Therefore, you should do some research to find specific examples of resources you would like to take advantage of as a potential CMU student. For some, this might mean going online to read more about CMU’s Fine Arts resources; for others, you might want to ask your close friend who attends CMU about the engineering facilities. Either way, the goal is to have some details on-hand for when you go to write your essay. When you actually answer this question, your best bet is to cover three topics: If you can answer all three questions in a smooth manner, then you will have an effective essay.   List the books (if any) you’ve read this year for pleasure. Choose one and in a sentence describe its impact on you. There’s no â€Å"trick† to this question—the adcoms literally just want to know what books you’ve read this past year. You should have some books to list, but be as truthful as possible. If you are unsure which book you want to choose to describe in one sentence, then ask yourself, â€Å"Is there anything I want to tell the admissions officers about myself that I haven’t already?† If you have a clear answer to this question, then you can strategically choose a book that will allow you to convey that message when you describe its impact on you. For example, if you haven’t yet told the adcoms about your deep love of philosophy—specifically, when it comes to morality—then you might accordingly choose Justice , by Michael J. Sandel and describe how the book allowed you to examine various case studies and develop a new perspective on what morality really is. If there was an interruption during your secondary school or collegiate experience or between your secondary school and collegiate experience (gap year(s)) when you were not enrolled and as a result, not making normal academic progress, please explain the reason for the interruption. The majority of students will not have to answer this question; however, if you are a student who fits the description above, then your best bet is to honestly describe what occurred. If you feel that your reliability or character is called into question when you only objectively describe the situation, then succinctly explain yourself at the end of your description and—if appropriate—express that things will be different in the future. For students whose interruptions were due to taking a gap year (or something similar), then describe your experience and explain its impact on you briefly. For example, maybe you volunteered in Africa for 6 months and now you are a more mature individual. Finally, if you took time off due to a family occurrence or illness, then—once again—explain the situation and leave it at that. While not a requirement, have you been interviewed by an alumni or on campus representative prior to applying for admission? If so, indicate the name of your interviewer and tell us how it impacted your decision to apply. This question is pretty straightforward if you did not get interviewed before applying to CMU—don’t answer it. If you did receive an interview, then hopefully you remembered to record your interviewer’s name. When describing how it impacted your decision to apply, it’s best to recall specific details from your conversation—for example, maybe you and your interviewer share a love of Quidditch, and your interviewer mentioned to you that CMU has a strong Quidditch team. Mentioning small yet specific details about either CMU or your interviewer’s experience with CMU will go a long away in showing that you were impacted by your interview.