University Thrust Essay Example for Free

University Thrust Essay A Thrust is a broad statement of intended strategic actions. The statement should provide a â€Å"compelling theme that knits together otherwise independent activities and focuses the energies of functional groups on things that matter in the market. † A thrust is intended to create a broad, sharedunderstanding of what strategic actions are intended in planning. Universities around the world must maintain their focus in providing quality education. The institutions’ programs and activities are embedded in its thrust to achieve their vision- mission and objective. A Thrust, when referred to an institution, means as the powerful force in leading the institution in its desired disposition. According to Prof. Edwin L. Apawan, a faculty of College of Education in Notre Dame University, University Thrust is embedded in its philosophy translated to its vision-mission and articulated in its goals and paradigms. In an educational institution, Thrust is very much important for it is the reason why it runs. Everything that the institution does is anchored from its thrust. In Notre Dame University, being an educational institution has cited its University Thrust namely: Formation, Instruction, Research and Extension (FIRE). The focus of the study is to know the Thrust specifically in the field of Instruction and Extension and whether if it is running in the Teachers Education Program in Notre Dame University. Instruction is defined by Saylor and his colleagues as â€Å"the actual engagements of learners with planned learning opportunities; thus, instruction can be thought as the implementation of the curriculum plan† cited by Aquino, 1986. The higher education institution must exhibit a continuing quest for excellence in instruction through the quality of its educational programs, outstanding achievements of its students, and above national average performance in the majority of the programs offered requiring government instructions. While each constituent units may have its own thrust in extension that responds to their service area, it may institute mechanisms for the coordination and integration of these activities for more effective use of resource and in order to achieve bigger goals (Sarmiento III, 2009). The University, being a storage, generator, and disseminator of knowledge, should make an impact on the community within its reach. Although its graduates will naturally be involved in the development of the community where they work and live, there are a lot more people who were not able to have formal university training, and the need outside help to make them productive members of the community. The higher education institution must have credible outreach programs which may take the form of continuing education, application of the research results community services, and many others. The study aims to assess the operation of the Notre Dame University Thrust if it is being worked out in the Teachers Education Program of the said institution among its students. Statement of the Problem The study aims to determine if the University Thrust, particularly in the field of Instruction and Extension are really working in the Teachers Education Program as assessed by the third and fourth year students of the College of Education, Notre Dame University in the School Year 2012- 2013. Specifically, this aims to answer the following questions: 1. What is the profile of the students as to their age, sex and year level? 2. How will the respondents assess if the University Thrust, particularly Instruction and Extension arein reality operating in the Teachers Education Program in terms of: a. ) Instruction delivery by the College Faculty; b. ) Community extension Programs initiated by the College; and c. ) Involvement of the College to community exposures? 3. How is University Thrust been able to run in Teachers Education Program? Significance of the Study The study will tell if the University Thrust is working in the College. The assessment of the University Thrust in the Teachers Education Program is important among the Administrator, Faculty, and the Students of theCollege of Education. Administrator Knowing the Thrust runs in the college or not, may help the Administrators become aware of the college’s needs and problems regarding the implementation of the programs and activities that fulfill the operations of the University Thrust especially in the field of Instruction and Extension. As a result, the Administrators will be able to plan programs and activities for the College that will be anchored from the two specific University Thrusts. Faculty The result of the study will help the teaching staff be aware if their instruction is anchored to the desired criteria suggested by the University Thrust in the area of Instruction. This would help them whetherthey will espouse, amend, and seek new ways in delivering their instruction that would fit and reach the expected outcome attached from the criteria. The study will also help the teaching staff in incorporating and integrating Community Extension related activitiesin their teaching approach, strategy, method, and technique. This will help them achieve the criteria recommended by the Community Extension. Students The students’ assessment will indicate certain strengths and weaknesses in the variables considered in the study. This would help in the improvement of the programs and activities in developing them accordingly, especially driven by the University Thrust. Scope and Limitation The study is concerned with the assessment of the University Thrust, FORMATION, INSTRUCTION, RESEARCH, and EXTENSION (FIRE), if it is conveyed in the Teachers Education Program in Notre Dame University. Its focus is specifically in the field of INSTRUCTION and EXTENSION. This would tell if these two Thrusts are actively operating in the College: if students are aware of the University Thrust (FIRE); if the programs and activities conducted in the College are attached with these specific Thrusts (FIRE); and if the teaching staff’s delivery of their instruction, as perceived by the students, is anchored in the desired outcome suggested by the Thrust. Furthermore, the respondents are limited only among the third and fourth year students enrolled in the College of Education for the School Year 2012-2013. Definition of Terms To process the understanding of discussion in this study, the following terms are herewith defined operationally: University refers to Notre Dame University as an educational institution. University Thrust refers to the FIRE (Formation, Instruction, Research, Extension); the driving force of Notre Dame University as an educational institution which is embedded from its objectives and paradigms; it intends to create a broad, shared understanding of what strategic actions are intended in planning; it is where the university’s programs and activities are inclined. Administration refers to those who organizes and operates activities, programs, educational planning and curriculum in the Teachers Education Program. Faculty refers to the teaching staff who implements and supervises the University Thrust, specifically the Instruction and Extension. Students refers to the third and fourth year students of the College of Education; the ones who will simplify the realization and utilization of the University Thrust that was being translated by the Administrators and Faculty. Instruction refers as one of the University Thrust which is focused on the Curriculum and other learning opportunities involved; as the word itself defines, it is the programs of studies done. Extension refers also as one of the University Thrust which is concerned with the activities held outside the Institution; also refers to the community involvement and community service. Chapter II Review on Related Literature This chapter contains the summary of relevant concepts, ideas, and research findings as well as conceptual framework. Related Literature. Topics discussed include the following: Thrust as the driving force of an institution; Instruction and Extension as Thrust of an educational institution; Administration and Faculty’s role in the operation of Thrust in the Teachers Education Program. Thrust as the driving force of an institution Business, government, educational, and many other institutions run because of a driving force that enables to do. In an interview, Dr. Joel Genzon of Notre Dame of Cotabato, Inc. , said that â€Å"Thrust is a driving force that provides the meaning why an institution carries out a certain action or   work. This action or work is commonly known as the one that strengthens its foundation that enables an institution fulfill its Vision-Mission. † In an interview with Prof. Elsa C. Tamse, the Executive Assistant to the President of Notre Dame University, she defined Thrust as the direction and guide of the school for a particular school year that will help in the attainment of the vision of the school. It is anchored with the vision and mission of the school or university. This is being reviewed and changed to meet the particular vision the school wants to attain. It is also in the Thrust that the strategies are crafted so that the mission will operate to achieve the school’s vision for the year. Instruction Instruction is defined by Saylor and his colleagues as â€Å"the actual engagements of learners with planned learning opportunities; thus, instruction can be thought as the implementation of the curriculum plan (Aquino, 1986). The program of studies required and implemented by the university should have well defined and clearly stated objectives and learning outcomes and should meet prescribed standards. The teaching and learning process used in instruction should be appropriate, varied, and should facilitate the wholistic development of the students. The process should reflect to the institutions’ teaching learning framework. Learning should be available inside and outside the classroom. Variety of teaching-learning strategies should be used. For an effective instruction the teaching-learning environment should be conducive. It should be well-equipped and can offer comfort and can accommodate a number of students per session. The learning outcomes of the academic program should be well-defined. Instructional supervision program should exist that includes practical measures: requirement of syllabi, informal dialogues with students and faculty, class visitations, and evaluation of text examinations. Faculty should encourage students to join activities such seminars and educational associations that would help them in developing their instruction. Students should be oriented on the availability of academic guidance and counseling. This is for them to be guided by their instructors if there are some difficulties they are encountering with the delivery of instruction by their teachers (PAASCU). Extension One of the important functions of a higher education institution is to have an Extension program. Vis-a-vis instruction and in light of recent technology advancement, extension complements and fills in the gaps left by instruction especially for those who, for multifarious reasons, cannot access formal instruction to gain individual information (Wakat, 2010). The university being storage, generator, and disseminator of knowledge, should make an impact on the community within its reach. Although its graduates will naturally be involved in the development of the community where they work and live, there are a lot more people who were not able to have formal university training, and the need outside help to make them productive members of the community. It is in this light that the university has the Community Involvement. This acts as the university’s arm in directly reaching out to the people in the community who need help – technical, financial and moral- to improve their living conditions. This mandate is carried out by means of programs like: training and non-formal education. This is done through non-degree training programs, extending financial assistance, if possible. Through Extension the university shall contribute to the development of empowered citizenry capable of making the rational decisions pertaining to the improvement of their livelihood, work productively and efficiently, and be confident part of the mainstream society in their community. Generally, Extension service is the process by which technology and innovation are transferred to an identified clientele with ultimate objective of improving the way of life of the people. Then Senate President Marcelo B. Fernan defined extension service as a concept that encompasses people empowerment and human resource development geared towards human capital enhancement, and technology and facilities diffusion among the â€Å"masang† Pilipino, if not, the poorest of the poor. (www. mseuf. edu. ph, 2012) Community involvement should be one of the basic aspects of the University. This is accurate and true, most especially in a progressing country like the Philippines, where community involvement may be matched to the total effort whereby the university relates itself to national, regional and local imperatives of development. The university, in educating citizenship, should implement not just through academic and professional programs through the pursuit of the fundamental objective of total human formation. It should also include a necessary social aspect. In so applying, it should maintain the focus on the academic, the professional and the personal development. A university that is exposed to community involvement actually enhances pride, dignity, and integrity, extends its identity and achieves greater and larger goal. In the attainment of this goal, such services will take place in the community through programs conducted in the expansion of the university. The community involvement of the university must consist not only about building community awareness and producing graduates in the professions or vocations where they can serve their communities competently and they may achieve personal upliftment. It must also include guiding and motivating students, faculty and staff towards community service and give them chance to be exposed to the community and actual service and to make them more sensitive to extension as an integral part of instruction and research; to establish the structure that will ensure coordination, communication, planning, linkages and monitoring of extension programs; To establish necessary infrastructure to sustain the extension program of the University; to integrate extension into both curricular and co-curricular activities; to formulate clear-cut policies on extension among the various sectors/colleges in the University: and to strengthen coordination and cooperation between and among sectors. The university’s commitment to community service and development should be carried out through projects and activities, which are well planned, organized, implemented, evaluated and supported by the school (PAASCU). Community involvement is an institutional community extension program whose commitment is towards community service and development. It works hard to the conscientization of men and women, equitable distribution of benefits and provision of equal access to opportunities through the optimal use of resources and human expertise in organized cooperative effort. It achieves such through giving of technical assistance in the form of functional education, community organizing, health programs, cooperative formation, capability building, women in development, income generating project and technical assistance. The role of Administrators and Faculty in the operation of Thrust in the Teachers Education Program Administration The Administration of a certain institution plays a very important and has specific roles. It undertakes to be accountable to be efficient and effective when it comes in managing and facilitating the institution especially in administering the instruction and extension as the two of the University Thrust, to its constituents. For an administration shall: * Develop and maintain a school atmosphere conducive to the promotion and preservation of academic freedom and effective teaching and learning to harmonious and progressive school-personnel relationship; * Assume and maintain professional behavior in his work and in his dealings with students, teachers, academic non-teaching personnel and administrative staff; * Render adequate report to teachers, academic non-teaching personnel, and non-academic staff on their actual performance in relation to their expected performance and counsel them on ways to improve the same; * Understand the curriculum and instructional processes of the institution (Aquino, 1986); * And conduct public services where it can be the training ground for young men and women to develop leadership qualities, civic involvement, community participation, training in management and other non- academic areas (Franco, 1994). The following are stated as the expected roles and responsibilities that the Administration should execute in order to pertain and deliver ‘what is due to them’. Litchfield (1956) has identified three broad, functional areas of administration: (1) policy, (2) resources, and (3) execution. These functional areas are applicable to the three fields of administration, including educational administration. A policy is defined as a statement of those objectives that guide the actions of a substantial portion of the total organization. The resources of administration are composed of people, money authority, and materials. Execution is a function of integration and synthesis of resources and policies that are intended to achieve a purposeful organization (Aquino, 1986). Faculty The roles and responsibilities of a faculty member are closely confined to the main functions of higher education. Their roles as an individual supports to the vision-mission of the University. Faculty members, however have similarities on their responsibilities to commit themselves fully to their teaching obligations, to participate in the development of the programs imparted by the institution as a whole, to engage scholarly activities, and as appropriate to support the University in its goal to render public services. One aboriginal formal description of these functions was pertained in the 1915 â€Å"Declaration of Principles† produced by the American Association of University Professors (AAUP). According to the declaration, the colleges’ and universities’ functions are â€Å"to promote inquiry and advance the sum of human knowledge, to provide general instructions to the students, and to develop experts for various branches of the public service† (Joughin, pp. 163-164) cited by Aquino, 1986. A faculty member shall also play the role of facilitating and processing of influencing their students towards setting and achieving goals. They should help the group to decide on its goal, able to tolerate uncertainty without anxiety or angry, reconciles conflicts and turns confusion into order, exhibits good judgment and conviction, able to create a climate for creativity and innovation and emphasizes productivity and promotes the growth of students. Theoretical Consideration Social psychologist Douglas McGregor of MIT expounded two contrasting theories on human motivation and management in the 1960s: The X Theory and the Y Theory. (Theory X and Theory Y- Leadership Training from MindTools. com, 2013) The Theory Y behavioral pattern states that: * Employees under this pattern believe that expenditure of physical and mental effort in work is natural as play or rest. * Workers will exercise self-direction and self control in the service of attaining goals and objectives. * They believe that rewards are associated with individual achievements and contribution to group goals. * The average human being learns under proper condition. They seek responsibility to grow and develop as responsible person. The work groups have different values that influence the managerial pattern of leadership. A work group that value independence and unilateral decision making can influence the managers style to be one involvement and participation. On the other hand, the manager should adjust his style when the employee displays an opposite value. The Manager, therefore, must know when to ring the bell to change his course of action. (Pereda, 2011) On our study which focuses on the Notre Dame University Thrust as seen in the teacher education program of the College of Education, the Theory Y Behavioral Pattern visualizes the pattern in which the board of administration processes the crafting and developing of the strategic plans and they have the capability and talents to increase production and develop better services by means of making a direction to reach a particular vision the school wants to attain for a particular school year. This will be translated among the lower sectors/department heads (colleges) that will translate it among the students to see the effectiveness of the developed thrust if it supported the mission in attaining the vision of the school. Chapter III METHODOLOGY This chapter contains research design, respondents, research instruments, sampling design, and data gathering procedure. Research Design The researcher employs the descriptive research design. It describes the perceived effectiveness of the Notre Dame University Thrust, especially in the field of Instruction and Extension, as operated in the College of Education; profile of the College of Education Third and Fourth Year students; and programs and activities being conducted in the College anchored in the University Thrust. Respondents There are 105 third year students, composed of 17 males and 88 females, and 91 fourth year students, composed of 27 males and 64 females who are the respondents of the study with the total number of 196 students. The respondents came from the Notre Dame University College of Education, enrolled during the School Year 2012- 2013. Research Instrument The researchers will use a Key Informant Interview questionnaire and a survey questionnaire instruments in order to gather the data needed in the study. The Key Informant Interview is conducted to the Notre Dame University College of Education Dean and Program Head. The interview is composed of questions that intend to get further information about the programs and activities that the College is conducting. The information is compared to the result of the survey to see if it will coincide with each other making the result of the study reliable. The survey questionnaire will cover two (2) parts: Part I, it’s the profile of the students, specifically the name, gender, and age; Part II are the questions regarding the programs and activities operating in the College of Education that are anchored from the Notre Dame University Thrust (Instruction and Extension). Sampling Design Using the census method, the data will be collected from every member of the total population of the respondents. The respondents will be identified by getting the whole number of population of the Third and Fourth Year students enrolled in the College of Education during the Second Semester of the School Year 2012-2013. Data Gathering Procedure. The activities to be undertaken in the process of gathering relevant data which the study requires: The instruments ready, researchers’ sent letters of permission to the Dean of the College of Education to administer the survey questionnaire. Upon the approval of the letters, the researchers will personally distribute the questionnaire to the respondents. APPENDIX October 18, 2012 DR. MA. CORAZON C. NATANO Dean. College of Education Notre Dame University Cotabato City Dear Dr. Natano: Greetings of peace and love! We, the students of Notre Dame University taking up Bachelor in Secondary Education major in English are currently enrolled in Educ 314B with the descriptive title Thesis Writing. In line with this, may we ask permission from your good office to get a list and conduct a survey for our thesis entitled â€Å"An Assessment of the University Thrust as Translated in the Teacher Education Program in Notre Dame University†. The data will be helpful to us in the completion of our study. We are hoping for your positive response towards our humble request. Very truly yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Research Adviser January 16, 2013 DR. MA. CORAZON C. NATANO Dean, College of Education Notre Dame University Cotabato City Dear Dr. Natano: Greetings of peace! We are in the process of formulating our survey questionnaire in relation to the study â€Å"An Assessment of the University Thrusts as Translated in the Teacher Education Program of Notre Dame University†. We thought of looking into the Annual Programs and Services of the College of Education as one of the vital documents related to the implementation of the University Thrusts. Hence, we would like to ask permission to have a copy of such documents with the assurance to keep it confidential. Our sincerest thanks for being a helping factor to our research. Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Adviser January 9, 2013 DR. DOLORES S. DAGUINO Vice President for Academic Affairs Notre Dame University Dear Dr. Daguino: Greetings of peace and love. We are third year students of the College of Education and working on a research trying to assess whether the University Thrust (Formation, Instruction, Research, and Extension) are evident/functional in the programs and services in the Teacher Education Program in our own department. We feel that we need help from people who can best enlighten us about it. Hence, we seek your help. We would like appreciate much it you can lend us some documents that will lead us to better understanding of the NDU Thrust. Thank you very much for your kindness. Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Adviser DR. MA. CORAZON C. NATANO Dean, College of Education January 9, 2013 PROF. ELSA C. TAMSE. Executive Assistant to the President Notre Dame University Dear Prof. Tamse: Greetings of peace and love. We are third year students of the College of Education and working on a research trying to assess whether the University Thrust (Formation, Instruction, Research, and Extension) are evident/functional in the programs and services in the Teacher Education Program in our own department. We feel that we need help from people who can best enlighten us about it. Hence, we seek your help. We would like appreciate much it you can lend us some documents that will lead us to better understanding of the NDU Thrust. Thank you very much for your kindness. Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Adviser DR. MA. CORAZON C. NATANO Dean, College of Education Key Informant Interview Questionnaire: 1. What is University Thrust? 2. How important it is especially to be run in the College of Education? 3. How is this University Thrust being translated to the college and to the students? 4. What are the specific programs and activities conducted in the College of Education that are anchored in the University Thrust? 5. Why it is those activities/programs are done? For what reason/s? 6. Are those activities/programs enough? Is it appropriate? 7. Do the activities/programs conducted for the students really helpful? And meet the prescribed standards? 8. What are the efforts done by the faculty and staff of the College of Education for these activities/programs to be successfully implemented? 9. Are those efforts enough? Why? And why not? 10. Are those activities/ programs enough to tell if the university Thrust is really operating in the college? 11. Do you think the college already met the prescribed standards of the University Thrust? Survey Questionnaire: Part I: Students’ Profile Name: _________________________________Sex: ________ Age: ________Year Level: _________ Part II: Survey questions Instruction: Rate the following questions according to what you have observed in the College. Scale:4- Strongly Agree (SA)2- Disagree (D) 3- Agree (A)1- Strongly Disagree (SD) Instruction: 1. The objectives and learning1234 outcomes are well-defined and clearly stated. 2. The given objectives meet1234 the prescribed standards. 3. The learning objectives reflect 1234 to the institution’s teaching learning framework. 4. The teaching and learning1234 process used in the class is appropriate and varied. 5. The teaching- learning strategies 1234 used by the teachers varied depending of students’ learning styles and multiple intelligences. 6. The strategies used in1234 the class facilitate the holistic development of the students. 7. The use of Learning Teams are being1234 facilitated well in the class 8. The instructions used1234 in the class are useful inside and outside the classroom. 9. The teachers practice research-oriented1234 Instruction. 10. The teachers require students with 1234 research-based assignments, projects and assessment tasks. 11. The teachers provide for1234 Collaborative activities that encourage Students to work with learning teams. 12. The teachers provide for 1234 individual tasks that develop students communication skills and promote students HOTS and critical thinking. 13. The teachers conduct activities 1234 that develop students to become problem solvers, creative thinkers and independent learners. 14. The teachers integrate current issues1234 in the course to develop students to become sensitive and responsible of their roles in social transformation in Mindanao. 15. The teachers integrate multi-cultural1234 issues in the course to develop among students respect of diverse culture and faith. 16. The teachers design academic tasks1234 that requires students to develop their ICT skills and utilize technology resources. 17. The faculty in the college1234 encourages the students to join activities such as seminars and educational associations. 18. The teacher is using seat plan1234 and checks the attendance. 19. The learning environment1234 is conducive for the students. 20. The learning environment1234 is well- equipped and offers comfort and accommodates a number of students per session. 21. The learning outcomes1234 of every academic program held in the College are well- defined. 22. The students are well- oriented 1234 on the availability of academic guidance and counseling. 23. The Academic Support Programs in the College are wellconducted and facilitated: * Enhancement program in English1234 * Tutorial Class in Mathematics1234 * Faculty-Student Consultation1234 (eg. tutorial, thesis consultation). Extension: 1. The college has an adopted community. 1234 2. The college has programs involving 1234 Community extension. 3. The students in the College of Education are1234 exposed to community. 4. The college is developing students by 1234 allowing them to be exposed in the community to achievecommunity awareness and personal upliftment. 5. The teachers in the college give activities1234 whereincommunity extension involved. Specify what kind of activity/ies: __________ 6. The college also gives technical assistance1234 in formof functional education, community organizing, health programs and other community programs. 7. The college includes: a.Guiding and motivating students, 1234 Faculty and staff toward community service andgives them chance to be exposed to the community and actual service to make them more sensitive to extension as an integral part of instruction and research. b. Establishes the structure that 1234 will ensure coordination, communication, planning, linkages and monitoring of extension programs. c. Establishes necessary infrastructure1234 To sustain the extension program of theUniversity. d. Integrates extension into both 1234 curricularand co- curricular activities. e. Strengthens coordination and 1234 cooperation between and among students. 8. The college’s commitment to1234 co.

History Of The Original Lincoln Essay -- essays research papers fc

In 1858, there was a great struggle within the state of Illinois for a seat in the Senate. The well know Stephen A. Douglas, the favored candidate, was excepted to win. Abraham Lincoln was not a well known candidate. In a struggle for the possible position, Lincoln proposed that he and Douglas organize a series of debates, so that both men might â€Å"divide time, and address the same audiences during the same canvass.† Douglas accepted, and he feared that he had â€Å"everything to lose from a joint appearance, and yet to decline the challenge would have seemed unmanly in the West of the mid nineteenth century.† Douglas then purposed dates and places; Lincoln complained that Douglas would have four opening and closings speeches whereas he would have only three, he wrote â€Å"I accede, and thus close the arrangement.† The first of seven debates was on Saturday, August 21, 1858 at Ottawa, which started an important part of the history of the United States of Amer ica, the Lincoln-Douglas debates.   Ã‚  Ã‚  Ã‚  Ã‚  The Ottawa debate set the format for the remaining six debates. Lincoln and Douglas agreed that the first speaker would speak for an hour, the second speaker for an hour and a half, and the first speaker again for half an hour. On August 21, excitement was in the air. The town’s population of over 7,000 doubled overnight. At 2:30 p.m. Douglas began speaking and the battle was on! The Little Giant, Douglas, displayed the art that marked him as the master â€Å"stump-speaker† of his day. He first criticized Lincoln’s background and political history. He talked about Black inferiority, and the social as well as political dangers of freeing Blacks.   Ã‚  Ã‚  Ã‚  Ã‚  The highlight of his speech was the surprising argument he threw at Lincoln in the form of the Springfield Resolutions of 1854. Douglas quoted the radical â€Å"Codding† and declared that Lincoln joined with abolitionists Giddings, Chase, Fred Douglass, and â€Å"Parson† Lovejoy had constructed this platform for the new Black Republican Party of Illinois. Douglas became so engrossed in the speech he had to be reminded of his time limit. When Lincoln replied, he had no choice but to defend himself against the accusations. As Lincoln continued to debate, he displayed his ability as a rough-and-tumble debater, which had caused Douglas to say that he would have his hands full with Old Abe. He refute... ...ssures were driving North and South further apart. Both candidates were masters at selecting effective arguments from all the possibilities, making the most of the arguments they picked. And yet they were aware of what they said because they did not want to incriminate themselves. The debates marked a turning point for the nation. Within three years it would undergo a bloody test of its ideals. Its subsequent history would be a struggle to bring to fruition the decision reached on the field of battle. BIBLIOGRAPHY Angle, Paul, Created Equal? (The University of Chicago Press, 1958) Fehrenbacher, Don, Abraham Lincoln Speeches and Writings 1832-1858, (New York, Literary Classics of the United States, 1989) Heckman, Richard, Lincoln vs. Douglas, (Washington D.C., Public Affairs Press, 1967) Holzer, Harold, The Lincoln-Douglas Debates, (New York, HarperCollins Publishers, 1993) Jahannson, Robert, The Lincoln-Douglas Debates, (New York, Oxford University Press, 1965) Sigelschiffer, Saul, The American Conscience the Drama of the Lincoln- Douglas Debates, (New York, Horizon Press, 1973) Zarefsky, David, Lincoln Douglas and Slavery, (University of Chicago, 1990)

Sustainability Report on Recyclable Waste

Sustainability Report 1. Introduction This study base on human and environment, focal point on the trash and recycling in Auckland, speaking about the rubbish job formation, current state of affairs, job with apprehension and analysis severally, and above this, some thoughts and suggestions put frontward to sustainability operation. Through the analysis on current state of affairs and countermeasures of trash, in order to alarm people pay great attending to the scientific trash recycling. 2. Background With the rapid development of societal economic system in Auckland, great alterations have taken topographic point in society and the life of occupants, big sum of industrial and commercial merchandises rush into Auckland ingestion market, enter 1000s of families, during populating criterion has been improved at the same clip, waste besides increased twenty-four hours by twenty-four hours, â€Å"Only in 2013 waste on norm about 800kg per individual of industrial, commercial and households waste is sent to landfill that is a sum of about 1.2 million dozenss per twelvemonth. Two tierces of this can be recycled or composted† —Auckland City council. ( 2013 ) Get your trash Sorted 2013 More than natural environmental self-purification ability, waste accretion and bit by bit evolved into a immense job into populating life, impact and harm occupants wellness. On the other manus the depletion of the Earth ‘s resources and natural resources run out, there will necessarily come a twenty-four hours when population outstrips available resources, hence sustainability go more and more of import for our beautiful metropolis. 3. Reclaimable waste Reclaimable waste including paper, metal, plastic, glass, through the recycling, it cut down the pollution, saves the resources. â€Å"For every ton of paper recycled can be made of paper for 850 kgs, salvaging 300 kgs forests, 74 % less pollution ; Recycling 1 dozenss of fictile bottle can acquire 0.7 dozenss stuffs, preserves about 7,200 kWh of electricity ; Each 1 dozenss of Fe and steel can be refined as steel 0.9 dozenss, compared with the original cost nest eggs of 47 % , Reduces air pollution by 75 % , cut down H2O pollution and solid waste 97 % .† —Cactuslab.Zerowaste New Zealand. ( 2014 ) 4. Situation in commercial rubbish recycle Now with rapid development of economic system in Auckland, commercial waste become a of import portion of rubbish recycling, it has particular facts of big sum volume and high recycle frequence and more focussed reclaimable resource. Merely one normal nutrient town in Auckland can direct 300 kilogram waste composition board stopping point to 1 ton of general waste to rubbish cod topographic point every twenty-four hours. However some unsustainable pattern go on in most of commercial rubbish recycle. In Auckland commercial topographic point like nutrient town, fast nutrient shop, warehouse and supermarket they merely collect waste composition board as reclaimable resource and immense figure of other reclaimable resource like paper cups, plastic bottles, glass bottles and Cola tins etc. are treat as general trash, they are compacted with kitchen waste and other waste all together sent to landfill, two tierces of this are reclaimable resource, which is a immense waste. 5. Cause of this pattern The ground of this unsustainable pattern happen is community affect. how community non supplying a right thought of commercial trash recycling, the ground may as below. 5.1. Cardboard is the major reclaimable waste in commercial topographic point. 5.2. Cardboard is easy to roll up and easy to recycle. 5.3. Other reclaimable waste is non every bit much as composition board and difficult to screen. 5.4. Peoples lack of sustainability consciousness. 5.5. Lack of ordinance and attending from metropolis council. 5.6. Community merely provide unlifelike recycle bin, no other bins for other reclaimable resource. Auckland metropolis council concentrating on composition board recycling alternatively of all reclaimable resource affects community pay less attending in commercial trash recycling, this error affects dozenss of reclaimable resource wasted every twenty-four hours. If Auckland metropolis council could beef up direction in this country, the community will be wholly different on recycling reclaimable resource.What authorities is making better on families rubbish recyclingThere is large difference between families and commercial trash recycle Government is making better in family than commercial rubbish recycle, metropolis council provide bluish bin for reclaimable waste and ruddy bin for general waste and roll up them every hebdomad and completed ordinance system on family rubbish recycle and they will non function you or capital punish if person is making incorrect on rubbish recycling. so people has higher sustainability consciousness, every individual individual is mobilized on sust ainability, nevertheless in commercial rubbish recycle, people don’t truly care about it, they may believe it is merely a occupation no demand attention about it or they are excessively busy on working no clip to care about it or it merely says â€Å"put composition board in the bin† why should I blow my clip. These are perfectly incorrect thought, because of these incorrect ideas make godforsaken addition twenty-four hours by twenty-four hours and dozenss of reclaimable resource wasted. 7. The development to do it more sustainable. 7.1. Laws and ordinances system Complete the Torahs and ordinances on the direction of commercial rubbish recycle system. From basic to state people that it may offence the jurisprudence by wrong rubbish dumped or recycle. 7.2. Economic penalty A sensible economic penalty strength addition will alarm people and besides increase the capital investing on rubbish recycle. 7.3. Waste recycling discriminatory policy To promote Auckland occupants, people get reward to take part in rubbish recycling, rubbish aggregation and disposal work. Realization the mobilisation of every individual individual in Auckland. 7.4. Establish a right rubbish recycle construct sufficiently accurate of promotion helps people understand no affair who you are, where you are, what you do, the right rubbish recycle thought should be along with you. 7.5. Waste minimization Get downing from the beginning of waste, avoid waste coevals, cut down the waste. The Waste Minimisation Act 2008 advocator a decreased waste generate and disposal in New Zealand and aims to cut down injury of waste to the environment. 7.6. the classified aggregation and recycling Detail rubbish categorization, detail the rubbish sorting bins, to roll up more utile reclaimable resource. â€Å"In Japan, every town has its ain series of hipster refuse bags for specific classs of rubbish. My town has four ; others have more: Kamikatsu, in Shikoku, has 44.† —by Eryk Salvaggio. ( 2013 ) This Nipponese Life 8. Decision Earth resource is drying up, waste sum is increasing, non merely affects the economical development of Auckland, but besides the whole universe. Reduce and command the waste on the environment pollution is a manner of sustainability that Auckland metropolis must travel. We must better the supervising and direction system, develop more advanced rubbish disposal engineering, walk on the route of sustainability, combine environmental protection and economical development in the coordination, with the government’s supervising and strong support and a positive response from Auckland occupants, environment quality can be improved. The relationship between homo and the environment is so close, environment pollution can non be ignored, the rubbish recycling should non be underestimated, waste is a misplaced resource, turn it into hoarded wealth, for our zero waste sustainable universe. 9. Mentions: Auckland City Council. ( 2013 ) Get your trash Sorted 2013. Retrieved from hypertext transfer protocol: //www.aucklandcouncil.govt.nz/EN/environmentwaste/rubbishrecycling/Documents/rubbishrecyclingguide2013.pdf Cactuslab. ( 2014 ) Zerowaste New Zealand. ( 2014 ) .Retrieved from hypertext transfer protocol: //www.zerowaste.co.nz/what-is-waste/facts-figures/ Mfe. ( 2013 ) The New Zealand Waste Strategy. ( 2013 ) .Retrieved from hypertext transfer protocol: //www.mfe.govt.nz/publications/waste/waste-strategy/wastestrategy.pdf NZ.GOVT ( 2008 ) Waste Minimisation Act 2008.Retrieved from hypertext transfer protocol: //www.legislation.govt.nz/act/public/2008/0089/latest/DLM999802.html Eryk Salvaggio. ( 2013 ) This Nipponese Life.Retrieved from hypertext transfer protocol: //thisjapaneselife.org/2010/08/27/on-sorting-garbage-in-japan- % E5 % B1 % 91 % E9 % 81 % B8 % E5 % 88 % A5/

The Death Of A Just War - 779 Words

A just war is defined as a war that is deemed as morally or theologically justifiable. One individual who shares this view is St. Thomas Aquinas, a man of theology studies, and someone with his own conditions on just war. Aquinas believes that there are three conditions that need to be met for a war to be justified. First, someone who has authority must wage war. Second, those who are attacked must be deserving of this war. Lastly, a war is only justified if it benefits the citizens. In my opinion, the U.S involvement in dealing with ISIS meets the criteria of a just war. The death of Zarqauwi in 2006 caused the awakening of Islamic State in Iraq. In the year 2013, ISIS began focusing on the split between Shia-led government and Sunni†¦show more content†¦Thomas Aquinas. The three conditions for waging a justified war is that war must be waged by authority. Aquinas says that, â€Å"It is not the business of a private individual to declare war, because he can seek for redre ss.† (Aquinas 484) This means that a country or individual in power must declare war because if anyone were to declare war it could be out of vanity and revenge. It would be for personal gain. Next, a war is justified by a just cause. This means that a war must have a substantial reason for it such as moral conflict or mistreatment of citizens. This is supported by quote,â€Å"When a nation or state has to be punished, for refusing to make amends for the wrongs inflicted by its subjects.†(Aquinas 485) Lastly, a war is justified only when the outcome will benefit the people, or it is for good intentions. â€Å"Wars that are waged not for motives of aggrandizement, or cruelty, but with the object of securing peace, of punishing evil-doers, and of uplifting the good.†(Aquinas 485) According to the conditions made by Aquinas the United States are justified in waging war on ISIS. Under the first condition, authority must wage war. Therefore,The United States Presiden t has the authority to wage war. A just reason is needed to wage war. ISIS has illegally obtained lethal weaponry. â€Å" They also have captured†¦trucks manufactured for the United States Military.† (What is Islamic State?) Another reason the U.S is justified is that ISIS is gaining support