Mohandas Gandhi essays

Mohandas Gandhi essays Mohandas Karamchand Gandhi was born on October 2, 1869. He was born in Porbandar, which is a small, seaside town in the Kathiawar Peninsula in western India. Its about halfway between Bombay and Karachi. He was the fourth child born of Karamchand who was the chief minister of Porbandar (Green, 13). His mother, Putlibai, was Karamchands fourth wife, and she was only thirteen when they got married. She was known as an illiterate, Hindu girl (Fischer, 13). The family was very well off with many homes, gold, and nurses. However, that did not have any affect on the way Gandhi felt about his schooling. He found it very unappealing and somewhat difficult to learn. Gandhi says this about himself: I am an average man with less than an average ability. I admit that I am not sharp intellectually. But I dont mind. There is a limit to the development of the intellect but none to that of the heart (Gardner, 313). He was into smoking when he was twelve and stealing money at the same time to buy them. Today we would think of Gandhi as a rebel kid. Finally, some serious matters got this childs attention. It was time for marriage at the age of only thirteen. The bride was thirteen also, with the name of Kasturbai. Their parents made the match but didnt inform the children until the plans were all complete (Green, 39). From the history we can tell the Gandhi was never really anything to look at, however, his wife Kasturbai was strikingly beautiful. Despite how beautiful she was, that didnt stop Gandhi from leaving her many different times throughout his life. He left her in 1888, just after she had his first son, Harilal. On September 4, just short of his nineteenth birthday, Mohandas headed to Southampton (Green, 45). He was engaged in what we later called, finding oneself. Gandhi arrived in London on October 28, 1888. He was identified in England as a vegetarian and a...

Forget Familiarity. You Need An Outsider On Your Team

Forget Familiarity. You Need An Outsider On Your Team Readers dont like unfamiliarity, but unfamiliarity might actually help your team. The developers here at had been working for a while on the multi-scheduler, a highly requested feature. I hadnt been much involved in that feature like I had with some of the others. The UI design, the capabilities, how it worked–I only had a scant knowledge of what they were building. The multi-scheduler was finally launched, and I was excited to use it. This feature was going to make things much easier. I had my notebook out and prepared to jot down any questions or bugs I might find and started to use it. I set out to use it with a blog post, sharing the post on all of our social networks with this new feature. Any guesses on what happened? The Problem With Familiarity When you are too familiar with something, you dont see what is right in front of your eyes. Its easy for your mind to get set in a rut. When you are too familiar with something, you dont see problems right in front of your eyes.Familiarity is why it is more difficult to catch the errors or edits in your own writing (or code) than in the writing (or code) of others. Youve become used to–and normalized–the mistake by repeatedly creating or seeing it. It isnt a bad thing, I said later, after testing the new features, that Im not always heavily involved in the development. Its a question of familiarity. The more familiar you become with your product or service or website, the more unqualified you become to judge it objectively. That doesn’t  feel  true, but it is. Cliff Seal, Logos Creative InnoCentive is a site where people who need problems solved make them available for solvers. These are complex problems that range from medical to engineering. A study by researchers at the Harvard Business School revealed something interesting about the solutions that came through InnoCentive: not only did problems get solved (33% on time, even), but they tended to be solved by people operating on the fringe of their expertise. In other words, according to Sam McNerny on the blog Big Think, [i]f a biochemistry problem only attracted biochemists it tended to remain unsolved. But if the same problem was tackled by, say, a molecular biologist or an organic chemist the chances were greater that the problem would be solved. Outside thinking was vital. Why does familiarity trip you up? The non-expert speaks. Familiarity feels a lot like expertise. People who are the experts in their area on the team dont always like being disagreed with by someone who isnt an expert. Its hard, when you know that you know what you are doing, to be told by someone who seems wholly unconnected and unfamiliar that they dont agree with your decisions. You get indignant, defensive. You have all kinds of reasons why you are right.  How dare this outsider who has no understanding of context casually saunter by and say that doesnt work. Familiarity, on its own, is an expertise that is blinded. You dont want to kill your pets. People who are unfamiliar with a project dont have favorites in the project, while you, the creator, do. Killing your pet is tough. We especially dont like someone to come along and look at hours of work and say that doesnt make any sense. Problem is, our favorite parts of a project are often the one we are most familiar with and we have no objectivity about this pet in regards to whether it works or not. A fixation on that favorite thing can easily destroy a project. We feed just the one thing. Jack of all trades, master of nothing, or so the saying goes. Were a big fan of reading books here at , and often suggest books and resources that have helped us. The thing is, its easy to get in the habit of only reading a certain subject. If youre big into startups or entrepreneurship, it would be easy to continually read books or blogs solely about those topics. Are you so familiar with one topic, one area of expertise, that youre missing out on the possible connections you could be making between it and other topics? Expertise Is Still Valuable So should we shun being an expert and hope ignorance and luck will bring about creative breakthroughs? Geoffrey Colvin, in his book Talent is Overrated: What Really Separates World-Class Performers from Everybody Else, discussed a study by Dean Keith Simonton, professor from the University of California at Davis. In his study, Simonton looked at more than 300 creative high achievers who were born between 1450 1850.  Were talking da Vinci, Beethoven–heavy hitters, in other words. He then measured their noteworthiness by how much space was devoted to them in a variety of reference works. What did Simonton find out? Plotted on a graph, the most noteworthy creators had knowledge, education, and training, but not excessive. There was a peak in the middle. It might have looked a bit like this: Does this mean youd be more creative if you knew less? Not exactly. According to Colvin, the most noteworthy creative people are those how have immersed themselves utterly in their chosen field, have devoted their lives to it, amassed tremendous knowledge of it, and continually pushed themselves to the front of it. Expertise is still a valuable component; you need experts. You need an understanding. You need the skills and the knowledge. You need that  10,000 hours of work. To be creative (and productively creative), you need a high level of skill, practice and knowledge. These are the foundations you need to even begin to approach the problems that need solving. Innovation occurs at the boundary of disciplines, but you’ll never hear about a novelist winning a Nobel Prize in physics.   @SamMcNerney Someone has to be an expert. And someone has to be able to approach a project as an outsider. If you can honestly assume the role of outsider on your own project, great. If not, youll have to find someone to do that for you. Keep in mind that the outsider may be an expert, too, but unfamiliar with your particular project. Think back to my example at the beginning: I could be considered an expert on , but the specific project was new to me. Introduce Unfamiliarity To Your Project How do you introduce the power of unfamiliarity to your project? 1. Stockpile Newbies Not everyone in your team has to be involved deeply in everything.  There is value in keeping a newbie on hand to test a product or read a blog post for the first time. If you are having a heavy planning meeting, dont bring in everyone. Bring in only the ones that need to be there. Save some of your team to be the fresh eyes that you bring in once in a while to give that unbiased outsider opinion. 2. Be Less Stubborn Consider the opinion of someone who doesnt have the expertise you have. Really consider it. Are you unwilling to listen because you cant get past your belief in your own knowledge? Are you letting arbitrary preferences or principles stand in the way?

USS Maryland (BB-46) in World War II

USS Maryland (BB-46) in World War II USS Maryland (BB-46) was the second ship of the US Navys Colorado-class of battleship. Entering service in 1921, the battleship briefly served in the Atlantic before spending the majority of its career in the Pacific. At Pearl Harbor on December 7, 1941, when the  Japanese attacked, Maryland sustained two bomb hits but remained afloat and endeavored to fight off the enemy aircraft. Repaired after the attack, the battleship played a support role in the early campaigns in the Pacific such the   Battle of Midway. In 1943, Maryland joined in the Allies island-hopping campaign across the Pacific and routinely provided naval gunfire support for troops ashore. The following year, it joined several other Pearl Harbor survivors in dealing out revenge on the Japanese at the Battle of Surigao Strait. Marylands later activities included supporting the invasion of Okinawa and aiding in transporting American troops home as part of Operation Magic Carpet. Design The fifth and last class  of Standard-type battleship  (Nevada, Pennsylvania, New Mexico, and Tennessee) developed for the US Navy, the Colorado-class represented an evolution of its predecessors. Conceived prior to the building of the Nevada-class, the Standard-type approach called for battleships that had common operational and tactical characteristics. These included the employment of oil-fired boilers rather than coal and the use of an  Ã¢â‚¬Å"all or nothing† armor scheme. This armor arrangement saw key areas of the vessel, such as magazines and engineering, heavily protected while less important areas were left unarmored. In addition, Standard-type battleships were to have a tactical turn radius of 700 yards or less and a minimum top speed of 21 knots.    Though similar to the preceding Tennessee-class, the Colorado-class mounted eight 16 guns in four twin turrets as opposed to the earlier vessels which carried twelve 14 guns in four triple turrets. The US Navy had been assessing the use of 16 guns for a few years and following successful tests of the weapon, discussions commenced regarding their use on the earlier Standard-type designs. This did not move forward due to the cost involved in altering these battleships and increasing their displacement to accommodate the new guns. In 1917, Secretary of the Navy Josephus Daniels finally permitted the use of 16 guns on the condition that the new class not incorporate any other major design changes. The Colorado-class also carried a secondary battery of twelve to fourteen 5 guns and an anti-aircraft armament of four 3 guns.    Construction The second ship of the class, USS Maryland (BB-46) was laid down at Newport News Shipbuilding on April 24, 1917. Construction moved forward on the vessel and on March 20, 1920, it slid into the water with Elizabeth S. Lee, daughter-in-law of Maryland Senator Blair Lee, acting as sponsor. An additional fifteen months of work followed and on July 21, 1921, Maryland entered commission, with Captain C.F. Preston in command. Departing Newport News, it conducted a shakedown cruise along the East Coast. USS Maryland (BB-46) - Overview Nation:  United StatesType:  BattleshipShipyard:  Newport News ShipbuildingLaid Down:  April 24, 1917Launched:  March  20, 1920Commissioned:  July 21, 1921Fate:  Sold for scrap Specifications (as built) Displacement:  32,600  tonsLength:  624  ft.Beam:  97  ft., 6 in.Draft:  30  ft., 6 in.Propulsion:  Turbo-electric transmission  turning 4 propellersSpeed:  21.17 knotsComplement:  1,080  men Armament (as built) 8 Ãâ€" 16  in. gun (4  Ãƒâ€" 2)12  Ãƒâ€" 5 in. guns4 Ãâ€" 3 in. guns2 Ãâ€" 21 in. torpedo tubes Interwar Years Serving as flagship for Commander-in-Chief, US Atlantic Fleet Admiral Hilary P. Jones, Maryland traveled extensively in 1922. After taking part in graduation festivities at the US Naval Academy, it steamed north to Boston where it played a role in celebrating the anniversary of the Battle of Bunker Hill. Embarking Secretary of State Charles Evans Hughes on August 18, Maryland transported him south to Rio de Janeiro. Returning in September, it took part in fleet exercises the following spring before shifting to the West Coast. Serving in the Battle Fleet, Maryland and other battleships conducted a goodwill cruise to Australia and New Zealand in 1925. Three years later, the battleship carried President-elect Herbert Hoover on a tour of Latin American before returning to the United States for an overhaul. Pearl Harbor Resuming routine peacetime exercises and training, Maryland continued to largely operate in the Pacific during the 1930s. Steaming to Hawaii in April 1940, the battleship took part in Fleet Problem XXI which simulated a defense of the islands. Due to rising tensions with Japan, the fleet remained in Hawaiian waters following the exercise and shifted its base to Pearl Harbor. On the morning of December 7, 1941, Maryland was moored along Battleship Row inboard of USS Oklahoma (BB-37) when the Japanese attacked and pulled the United States into World War II. Responding with anti-aircraft fire, the battleship was protected from torpedo attack by Oklahoma. When its neighbor capsized early in the attack, many of its crew jumped aboard Maryland and aided in the ships defense.   In the course of the fighting, Maryland sustained hits from two armor-piercing bombs which caused some flooding. Remaining afloat, the battleship departed Pearl Harbor later in December and steamed to Puget Sound Navy Yard for repairs and an overhaul. Emerging from the yard on February 26, 1942, Maryland moved through shakedown cruises and training. Rejoining combat operations in June, it played a support role during the pivotal Battle of Midway. Ordered back to San Francisco, Maryland spent part of the summer in training exercises before joining USS Colorado (BB-45) for patrol duty around Fiji. Island-Hopping Shifting to the New Hebrides in early 1943, Maryland operated off Efate before moving south to Espiritu Santo. Returning to Pearl Harbor in August, the battleship underwent a five-week overhaul which included enhancements to its anti-aircraft defenses. Named flagship of Rear Admiral Harry W. Hills V Amphibious Force and Southern Attack Force, Maryland put to sea on October 20 to take part in the invasion of Tarawa. Opening fire on Japanese positions on November 20, the battleship provided naval gunfire support for the Marines ashore throughout the battle. After a brief voyage to the West Coast for repairs, Maryland rejoined the fleet and made for the Marshall Islands. Arriving, it covered the landings on Roi-Namur on January 30, 1944, before aiding in the assault on Kwajalein the following day.   With the completion of operations in the Marshalls, Maryland received orders to commence an overhaul and re-gunning at Puget Sound. Leaving the yard on May 5, it joined Task Force 52 for participation in the Marianas Campaign.   Reaching Saipan, Maryland commenced firing on the island on June 14. Covering the landings the next day, the battleship pounded Japanese targets as the fighting raged. On June 22, Maryland sustained a torpedo hit from a Mitsubishi G4M Betty which opened a hole in the battleships bow. Withdrawn from the battle, it moved to Eniwetok before proceeding back to Pearl Harbor. Due to the damage to the bow, this voyage was conducted in reverse. Repaired in 34 days, Maryland steamed to the Solomon Islands before joining Rear Admiral Jesse B. Oldendorfs Western Fire Support Group for the invasion of Peleliu. Attacking on September 12, the battleship reprised its support role and aided Allied forces ashore until the island fell. Surigao Strait Okinawa On October 12, Maryland sortied from Manus to provide cover for the landings on Leyte in the Philippines. Striking six days later, it remained in the area as Allied forces went ashore on October 20. As the wider Battle of Leyte Gulf commenced, Maryland and Oldendorfs other battleships shifted south to cover the Surigao Strait. Attacked on the night of October 24, the American ships crossed the Japanese T and sank two Japanese battleships (Yamashiro Fuso) and a heavy cruiser  (Mogami). Continuing to operate in the Philippines, Maryland sustained a kamikaze hit on November 29 which caused damage between the forward turrets as well as killed 31 and wounded 30. Repaired at Pearl Harbor, the battleship was out of action until March 4, 1945.    Reaching Ulithi, Maryland joined Task Force 54 and departed for the invasion of Okinawa on March 21. Initially tasked with eliminating targets on the islands south coast, the battleship then shifted west as the fighting progressed. Moving north with TF54 on April 7, Maryland sought to counter Operation Ten-Go which involved the Japanese battleship Yamato. This effort succumbed to American carrier planes before TF54 arrived. That evening, Maryland took a kamikaze hit on Turret No.3 which killed 10 and injured 37.   Despite the resulting damage, the battleship remained on station for another week. Ordered to escort transports to Guam, it then proceeded to Pearl Harbor and on to Puget Sound for repairs and an overhaul.    Final Actions Arriving, Maryland had its 5 guns replaced and enhancements made to the crews quarters. Work on the ship ended in August just as the Japanese ceased hostilities. Ordered to take part in Operation Magic Carpet, the battleship assisted in returning American servicemen to the United States. Operating between Pearl Harbor and the West Coast, Maryland transported over 8,000 men home before completing this mission in early December. Moved into reserve status on July 16, 1946, the battleship left commission on April 3, 1947. The US Navy retained Maryland for another twelve years until selling the ship for scrap on July 8, 1959.

Business process management Essay Example | Topics and Well Written Essays - 250 words - 1

Business process management - Essay Example Mature organizations on the other hand, produce quality products or services effectively and there is no variation in efficiency and quality. 2b Describe a capability maturity model with which you are familiar. The model can be described in two ways . Mature organizations use objective and statistical basis of judging product quality and analysing problems with the product and process.Managers supervise process by monitoring the quality of the software products and the processes that produce them . Schedules and budgets s are forecasted making use of previous process data available. These forecasts produce realistic estimates of costs, schedules, functionality, product quality. There is not much variation in forecast and actual figures obtained. In general ,the mature organization follows well planned process because all employees understand the importance of quality and hence coordinate well. The second way is used to explain immature organisations.In immature organisation the produ ction process lacks coordination. Some employees produce high quality results and some do not which results in unsatisfactory results. On the other hand a mature is well coordinated and organised. Every employ puts is his best and produces high quality results.

Brown v. Board of Education of Topeka Case Study

Brown v. Board of Education of Topeka - Case Study Example They went to court based on the principle in the Fourteenth Amendment that offered equal protection to all American citizens (Patterson, 2002). In many prior instances, the court denied relief on the ground of the Plessy v. Ferguson ruling. The case of Plessy v. Ferguson resulted in a ruling that offered for separation of whites and blacks in the public sphere while offering equal facilities and opportunities to all. In Brown v. Topeka, the plaintiffs argued against the principle of segregated and equal protection. They argued that the segregation of schools could never allow for any equality and reduced the protection due to one group of people. The legal issues in the case of Brown v. Board of Education were with regard to the rights of all people as provided for all people under the 14th Amendment. Another legal issue under the determination of the court was whether the principles of Plessy v. Ferguson are applicable to Brown v. Board of Education. The Fourteenth Amendment asserts that all persons are under the equal protection of the law (Sitkoff, 2008). This amendment effectively entails that, all persons in the United States regardless of color, race or creed, deserve equality of protection and privilege in all aspects of American public life. The intention of the ruling in Plessy v. Ferguson was to legalize segregation in public transport. The issue of equality arises in that; provision of equality may be possible in public transport. In the realm of education, it would be hard to maintain equality since it is inevitable that skewed funding would occur against some of the segregated schools. Another aspect of the US Co nstitution is that it provided freedom of choice to any person to make use of any public facilities and institutions of their choice. The application of the rule in Plessy v.  Ferguson was erroneous in that it restricts access to any American to public facilities based on skin color (Miller, 2004).

Tom, Doris, Noel and John Essay Example | Topics and Well Written Essays - 1000 words

Tom, Doris, Noel and John - Essay Example A child is not competent to give sworn evidence, but capable of giving evidence that is unsworn, if the court has a satisfaction that the child knows the difference between truth and lies, the court briefs the child on the importance of telling the truth, the child responded appropriately that he/ she will not tell lies in the proceedings. It also dictates that this process should be done through asking straightforward questions in things such as their age, name schooling and favorable past times among others. Therefore, if all these turn positive then the court can call the child as a witness2. In reference to the above mentioned procedures, the court in this case may call tom in as a witness if he passes the competence test a responded positively to question of giving the truth. However, the court cannot call Tom as a witness if he does not show positivity to the mentioned procedures. Hear say witness A witness is who has seen, has a claim, of by someone in authority thinks of a pe rson, to have knowledge that the court might find relevant to a case. The information given may either be willingly or under compulsion. A hear say witness is one who testifies on account of what someone else says3. There are many limitations in most court proceedings on whether the information given by a hearsay witness is admissible. There are a number of governing principles towards admissibility of a hearsay witness. This depends on the part that delivered the information to the hearsay witness. If the eye witness cannot clearly recall the happening at the crime scene, and had mentioned them to another person immediately after the occurrence, and the other party can clearly recall what was mentioned then a hearsay witness can facilitate the case4. In reference to the case, Tom’s mother can testify if tom is unable to give the correct chronology of occurrences. This is possible because tom is a child and can easily forget what he had seen, though he was present at the crim e scene. However, if Tom will be capable of giving the correct information, then his mother will not be required to give her testimony based on what her son told her. Compelling a witness After a law suit is filed, a witness that refuses to appear before the court can be forced to come. This is known as compelling. The person has to the first object to the request of appearing before the court. If this happens, the judge writes a subpoena to the witness. This happens in cases that the testimony of the victim is highly crucial. If there is an order compelling someone to court, and he or she defies it, the court has the power to appropriately assign punishment to the person. One of the most thing that the court does is making the side the side of the witness lose the case. In reference to law, the court has the authority to summon Anna. Failure to adhere to the subpoena, Anna will receive the lawful assigned punishment. Most probably, she will have to risk her husband going to jail be cause she is the only one able to justify his claims about his location referring to the accusation time5. Expert evidence The law provides for the intervention of expert analysis. Experts and those instructing them must have regards, to guidance provisions in the protocols for instructions of experts in giving evidence. First, the expert assists the court in creating objectives and unbiased opinions and must not assume the role of the advocate. Experts must consider all materials facts including those which might be

Prison Labour Essay Example | Topics and Well Written Essays - 4250 words

Prison Labour - Essay Example There has been a debate for centuries over the issue of imprisonment labour effects upon both prison and non-prison employment. Such effects are based on only subjective confirmation. Supporters of prison labour publicize its communal advantages through minimized prison's expenses, better performance among the inmates, probable decline in inmate violence, and corrective remedy by means of social skills development. Whereas antagonists raise the objection that prison labour creates joblessness and decline in sales in the outer world.1 Significance of Prison Labor As stated by Buck2 labour is said to be a fundamental element within prison's affairs. It is considered as a source of not only the reprimand but a corrective measure also, it is being perceived as a straitlaced compulsion and a rehabilitation attempt as well. According to Focault3, prison labour aims to create a legitimate power relation, a notion of submission on the part of inmates and a corrective and constructive mechanism. Focault marks down the value of profit as a work stimulus, though, during the period of escalating industrialized development, the amounts of profits are great. As incarceration work is based on the dynamic of compliance to authority and dominance, thus it always has a threat of revolt and aggression, that is, to respond ethically and morally in debauched circumstances full of oppression and humiliation. Forced labour seems to be morally wrong although being validated for centuries by the church as a corrective mode. Efficiency and labour may not be parallel at times. Labour is a calculated product for organizing pursuit of mankind apparently to have profit, but may be different for others who claim to have all sources of production like human resource, minerals, land etc. They inscribe it through an ethical angle for the development of improved lifestyle such as stability, compliance and passivity. Labour, if viewed as a planned and quantifiable object, seems to be a manipulation of human resource and an inspiration for producing worth. Mental labour is also probable to be apprehended by those making payments to scientists and educators, o r giving salaries to technical employees.4 Rights of Prisoners for Prison labour Prisons are not meant to be particularly hospitable places, punishment as a goal of imprisonment implies a certain level of discomfort. Since the establishment of punishment by incarceration, prison conditions have had notably harsh effects upon the human body and mind.5 As stated by Johnston6 although conditions have varied over time and between institutions, reformers have constantly voiced concerns over the treatment of prisoners. Approximately four decades ago, federal courts began responding to complaints of inhumane treatment by applying the Constitutional Eighth Amendment prohibition against brutal and extraordinary punishment to demarcate a line between conditions of confinement that are uncomfortable and those which are unconstitutional.7 Along with the expansions of civil rights for inmates, courts mandated the costly reorganization of prisons. The prisons, once characterized by local autonomy and self-rule, were transformed into modern bureaucratic institutions designed to protect prisoners' newly acquired rights.8 International