Assignment 1: theories and contributors to early childhood education

Assignment 1: Theories and Contributors to Early Childhood Education
 
Directions
The purpose of this assignment is to describe influences and changes that have occurred in early childhood education through its history. 
Create a ten (10) slide PowerPoint presentation depicting important concepts/theories and contributors to early Childhood education. You must include five (5) contributors and five (5) theories. Provide highlights/important facts for each of your contributors/theories.
 
Citation and Reference Style Resources

C & c grocery: analysis of its reorganization

Read the C & C Grocery Stores, Inc. case in Daft (pp.135-138). Then analyze the case.(In your analysis be certain to address the following questions:

Will the proposed reorganization will work in addressing the four problem areas identified in the case? 
Why will it—or why won’t it—work?
Is the expansion recommendation a good idea?

Support your arguments and conclusions with specific examples from the case and/or citations from the text.

Assignment 1 to organize or not to organize?

This assignment is for an HRM class – Employee and Labor Relations. 
Textbook used:  Holley, W., Jr., Jennings, K.M., Mathis, R. L., & Jackson, J. H. (2012).  Employment Labor & Relations, (2nd ed.).  Mason, OH:  South-Western Cengage Learning.  (NOTE:  This is a textbook uniquely ceated for the University and can only be purchased through the Strayer Bookstore).
 
THE COMPANY I WANT TO CHOOSE IS TARGET OR WALMART.  PLEASE SEE THE ATTACHMENT.

HRD Manchester College Semi-Structured or Unstructured Interviews Methodology Paper

Chapter 3: Methodology 1000 words. (exclude references)The dissertation should attempt to build upon the material covered in the literature review through a programme of further desk-based analysis, or possibly the collection of data in the field. This might take the form, for example, of: a short programme of structured, semi-structured or unstructured interviews (e.g. face-to- face, or by email); the collation of data from published sources such as via published case studies or other government or industry surveys. the collation of relevant policy documents, both published and unpublished (e.g. consultants reports, donor reports, – again the list is endless); a structured questionnaire survey (again, face-to-face, by telephone or by email). You can structure this into Chapter 3 in the following way: Research questions and/or hypotheses Building on the key areas of interest you have identified in the literature review, the first part of Chapter 3 would normally contain a question or set of questions to be addressed by your dissertation, a particular issue to be explored, or a set of hypotheses to be tested. It is vital that you set out in detail the research questions, hypotheses, issues or problems your study addresses. This could take the form of either of the following: research questions, e.g. in what ways are organisations in developing countries formulating strategies for outsourcing information systems, what form do these strategies take in different types of organisations, and to what extent do strategies differ according to sector and country location? hypotheses to be tested, e.g. ‘Cash transfers have led to greater expenditure by men than women within low-income households’. The veracity of this hypothesis would be tested, possibly by using appropriate quantitative methods, or through qualitative interviews with relevant sources. However, you should bear in mind that it is not always possible to develop such research hypotheses for certain topics; and it may not be possible to collect the type of primary data that is required to test them effectively. A detailed description of the research question(s) may be more appropriate. In addition, it is vital that you devise hypotheses which are not over-ambitious: remember that your study is limited in both time and in the length of the final dissertation. Aims and objectives The second part of chapter 3 could show the aims and objectives for your study: Aims: these set out the overall purpose of the study. They are broad statements which explain what you are trying to achieve to a non-expert reader who may not be familiar with your topic area. Objectives: these are the specific operational targets which will assist in meeting the broad aims of the study. Since these objectives are clearly set out, they will be used to judge what you have been able to achieve at the end of your dissertation. It is thus unwise to be over- ambitious by setting objectives which are not realistically achievable. At the same time, devising clear objectives at the outset of your research will ensure that the work is sufficiently focused, and avoid the work being too generalised. Throughout your programme of research, you should constantly refer back to your objectives to ensure that what you are doing or writing is relevant, and to ensure that it will help to meet those objectives. For both aims and objectives, these should be stated as succinctly as possible, and should be revised, if necessary, as work progresses. Therefore it is quite possible that your questions, aims and objectives will all be covered in quite a short amount of text. Note, in outlining aims and objectives, you need to build on the conclusions of your literature review, the purpose of which in essence is to explain and justify the focus of your research. Research design Thirdly, having generated relevant research questions and/or hypotheses, you have to explain clearly how you will go about answering or testing these. In other words, you must give details of the research methods to be used, outlining the overall research design – including any conceptual framework or model that you are using, and (in relevant cases) specifying methods of data collection (e.g. sources of published data that have been used, semi-structured interviews which have been conducted). You must attempt to justify the choice of your particular methodology, in light of the chosen research topic: you have to try to demonstrate why the methods selected are appropriate to answering a particular question, or investigating a given hypothesis. Why, for example, is a programme of interviews useful in investigating your topic? Why are particular data sources useful? Why have you chosen to collate a series of policy documents? Why have you selected particular case study areas? And how have you gone about investigating a particular case study? Example One: the use of a case study approach. You should explain briefly: Example Two: the use of interviews. You should explain briefly: I told my professor that I will interview 5 people who worked at Tencent China. The first interviewee is working at Tencent for 1 year, the other four interviewees are 2-3 years, 6 years, and one is more than 10 years. You can also choose one more form.And I will post the feedback from my professor for the research question you had last time.

SNHU Urban Apartheid Rise & Decline Historical Lenses Discussion

Discussion: Historical Lenses In this discussion, you will consider how historical lenses can affect the study of a historical topic. Select one of the secondary source articles from your research. After reading that article, write a discussion post about which of the following lenses you believe the article is using: social, political, economic, or other. Use at least two quotes from your source to justify your choice of lens. Your post title should also indicate which topic you have selected. As you have discovered in earlier learning blocks, historians not only ponder “what” happened regarding historical events, but also “why” those events happened. “Why” is difficult to prove, however, and historians often differ on the connections between events. Historians approach topics from different perspectives. These different perspectives can be said to be the result of looking at a topic through different lenses. Just like colored lenses or prescription lenses can change the way a person views the world, historical lenses can change the way a historian views a topic. While a historian may choose any number of lenses, they fall into three basic categories: social lenses, political lenses, and economic lenses. In good historical writing, these lenses will overlap.Often, the choice of a primary lens will simply reflect the historian’s personal interests or priorities. A historian who is interested in military strategy may not be interested in technological innovations except for those with battlefield applications. A historian who is interested in environmental history may not be interested in business practices except for when those practices affect the natural landscape. As these examples show, however, one can rarely use a lens in isolation. Most research projects will employ multiple lenses in order to tell more complete stories. It is useful to study the different types of lenses to be able to recognize the different perspectives and priorities that historians bring to a topic.While there are any number of lenses a historian may choose, they fall into three basic categories: social lenses, political lenses, and economic lenses.Social Lens: This lens focuses on people and their interactions with others. It explores areas of ethnicity, class, and gender. Examining the actions and behaviors of how different groups of people interact with each other—and within their own group—provides historians with a great deal of insight into the past.This is perhaps the widest and most all-encompassing of the three categories of lenses. Through it, historians have examined all manner of interaction—including German immigrants adjusting to their new home in nineteenth-century United States, class disputes within African American women’s clubs in the twentieth century, and disagreement among different churches about whether or not to support the gay rights movement. The social lens includes the elite as well as the working class, the rich and the poor, and men, women, and children. It seeks, as do the other lenses, to answer the questions of who were these people, how did they think and what did they think about, and how did their thinking drive their actions and behaviors.Political Lens: Not focusing solely on politicians and governments, the political lens looks at the relationship of those who have power and those who do not. Historians using a “political lens” seek answers about the ways in which legislation and law influence the lives of individuals. How do individuals (and groups of individuals) react and respond to these? What methods do they employ to create and/or change the “rules” under which they live?Political history can be as simple as the recounting of organizing a community to repeal an unpopular law, or as complex as the behind-the-scenes interactions that propelled an individual to the presidency. It can examine the treaties that ended World War I, or explore the “gerrymandering” of congressional districts to maintain one party’s political control of Congress.Economic Lens: This lens focuses on the local, national, or international economy, all of which are central to the lives of every living person. While it conjures images of corporations and economic systems, the economic lens also focuses on government regulation of businesses, the relationships between capital and labor, business strategies such as marketing or horizontal integration, and the relationships between business and consumers.Historians use the economic lens in a number of different ways. Often, it is used to explore the growth and development of labor unions, the effect of the loss of small businesses on a community, or the havoc wrought upon farmers by price changes in the international agricultural and commodities markets. It can also be used to examine the effect of redlining on suburbs and ethnic neighborhoods, or even the effect of the Industrial Revolution on artisans and craftsmen. Economic history can provide insight into the wage differences between men and women—and the effect they have on the development of family wealth and status.Other Lenses: Falling somewhere in between these three broad categories, or perhaps overlapping one or more of them, are other lenses available to historians. Each of these lenses helps clarify a specific area of the human past: the environment, the military, science and technology, and so forth.This brief list is in no way complete—there are about as many lenses as there are people and events. Focusing first on a broad category and then narrowing the lens helps historians focus their research. Once a historian has identified a question to be resolved, he or she researches in primary sources and the secondary literature to determine which lens will best help answer the research question.

ISSC 341 Central Texas College Flash Memory Cards Discussion

Hello,I need two responses of at least 150 words each for the below students discussions for this week. Also in the bold below are the questions the students at answering.1) Using course resources and the Internet, please explain the following Flash Memory Cards:a. Secure Digital (SD)b. Compact Flash (CF)c. Memory Stick (MS)d. MultiMediaCard (MMC)e. xD-Picture Card (xD)f. SmartMedia (SM)Student one:A. Secure Digital (SD) – A standard SD card is 32 mm long, 24 mm wide, and 2.1 mm thickMini SD card is 21.5 mm x 20 mm x 1.4 mm. Has storage capacities ranging from 8 MB to 4 GB. Supports digital rights management (DRM) technology. SD cards usually come preformatted with the FAT32 file system SDHC cards support capacities greater than 4 GB. Not compatible with older devices that accept SD cards. B. Compact Flash (CF) – One of the older flash memory types. There are two types of CF cards: Type I cards are 3.3 mm thick and Type II cards are 5 mm thick. CF cards have storage capacities ranging from 2 MB to 100 GB. CF cards have a controller chip that attempts to prevent the premature wearing out of a particular sector. It spreads the data out over the device when writing.C. Memory Stick (MS) – There are various types of Memory Sticks with capacities ranging from 4 MB to 32 GB. Cards are typically used with digital cameras, PDAs, and the PlayStation Portable (PSP) Memory Sticks support high-speed data transfers, with a maximum speed of 160 Mbps.D. Multimedia Card (MMC) – An MMC is 32 mm long, 24 mm wide, and 1.4 mm thick. It is almost the same size as an SD card. The SD format is actually a successor to MMC. It can fit into most devices that support SD cards. MMC supports storage capacities up to 8 GB.E. xD-Picture Card (xD) – Card is 20 mm long, 25 mm wide, and 1.78 mm thick and format supports storage capacities up to 8 GB. Cards are used primarily in digital cameras that are made by Olympus and Fujifilm, developers of the format xD cards support fast data transfer rates.F. SmartMedia (SM) – Cards are 45 mm long, 37 mm wide, and 0.76 mm thick with a storage capacity ranging from 2 MB to 128 MB. Cards can be used with PC Card slots, CF Type II slots, and 3½-inch floppy drives using adapters. Larger size makes it impractical for use in most modern devices. USB Flash Drives – USB flash drives, NAND-type flash memory data storage devices integrated with a USB 1.1 or 2.0 interface. Small in size, lightweight, easily detachable, and rewritableStorage capacities range from 8 MB to 64 GB. Usually used for relatively quick portable storageUses the USB mass storage standard. Other names: Pen drives, thumb drives, jump drives, USB keys, USB sticks, key drives, and vault drives USB flash drive consists of a small printed circuit board enclosed in a robust plastic or metal casing; connector is usually protected by a detachable cap; does not require batteries; gets its power from the device to which it is connected.To access the data that is stored on a flash drive, a user must connect the drive to either a:USB port and or USB hub attached to a computer or other device. Components of a USB flash drive: Male type-A USB connector; mass storage controller; jumpers and test pins; NAND flash memory chip; crystal oscillator; LED; write-protect switches. Common uses of USB flash drives: transfer data from one computer to another; perform system administration tasks; to transfer applications; to hold music; and, to boot operating systems. ReferencesÅrnes, André. (© 2018). Digital forensics. [Books24x7 version]Bartz, Robert J. (© 2018). Cwts, cws, and cwt: complete study guide, exams pw0-071, cws-2017,cwt-2017. [Books24x7 version]-BridgettStudent two:First of all, welcome to week three. So, for this week’s forum post we have been tasked to answer one question with six parts. It is my intent to answer each one individually below. Please let me know what you think or what I missed or just totally got wrong.Q: Using course resources and the Internet, please explain the following Flash Memory Cards:While it appears the listed flash memory is visually different and used it different circumstances, they are generally the same viewed as stable solid state, portable media. All of them benefit from reduced size and no moving parts, however, the user will have to content with maximum write cycles that can influence the overall life span of the device.a. Secure Digital (SD): The SD card was originally created back in 2005 and was improved upon with the introduction of the Micro version in 2016. Starting at 128 Mb, they are able to hold up to 2 terabytes.b. Compact Flash (CF): The compact flash card was the predecessor to the SD card, the grandparent to the SD card. It was slightly larger, thicker, and was intended high end digital camera photography. Developed by San Disk, they can typically hold anywhere from 2MB to 512GBs.c. Memory Stick (MS): When I hear memory stick, I think Universal Serial Bus (USB) since it’s was one of the quickest to wide spread acceptance. However, that is not the case, MS was a Sony proprietary attempt at flash memory. Launched in 1998, mostly for use in Sony products like the PlayStation, cameras, and phones. Sony’s Memory Stick, had storage ranging from 64Mb to 16GB.d. MultiMediaCard (MMC): While MMC was one of the first removable media types used in cellular technology, designed in 1997, it has been widely retired in removable form. MMC technology is not yet disappeared, it in fact has found a new lease on life as embedded memory with the typical memory size of 128GB.e. xD-Picture Card (xD): The xD picture card has likely seen less wide spread use and limited marketability due to its proprietary use in Olympus camera gear. Introduced in 2002, with memory ranges from 16MB to 512MB, it is now widely considered obsolete.f. SmartMedia (SM): The SM cards main advantage was its ability to manipulate smaller chunks of data, something its competitors could not do as well, however, it was more delicate then its contemporaries. Its limited 128MB memory offering, along with its lack of reliability, and comparative size to the CF card did not help its marketability.Thanks for stopping in and taking a read.PaulReferences:Peter. (2018, November 18). Counterclockwise: Short history of the memory card. Retrieved July 16, 2019, from Rouse, M., & Kranz, G. (n.d.). What is flash memory card? – Definition from WhatIs.com. Retrieved July 16, 2019, from Rouse, M. (n.d.). What is SmartMedia card? – Definition from WhatIs.com. Retrieved July 16, 2019, from XD-Picture Card (2002 – 2010). (2018, December 22). Retrieved July 16, 2019, from

SU Solid Waste Audit Worksheet

This week we are learning about what happens to our solid waste. We are very much a consumer driven society and we make a LOT of waste in our daily lives! For the discussion this week I want everyone to do a 24 hour waste audit. You can download this sheet to keep track of what you consume for a 24 hours period and what will happen to the waste that you generate doing what you do during that time. You don’t need to use the sheet, but it’s a good guide to help you think through what you are using, writing some notes about your waste on scrap paper or tracking it in a note on your phone is fine too. The sheet was originally created for an event in 2018, but it will work fine for us to use as we examine our own practices today.For your initial post, lets look at recycling.After you’ve completed your waste audit you can post the results either as a part of your initial post (if you see the instructions in time for that) or you can comment on your own post with some conclusions based on your audit. Things to think about after your audit:Also respond to the following peer posts:BRANDON-Recycling, in general, is good for the environment. It is a first step in reducing our own carbon footprint and taking a step forward in environmental awareness. Recycling reduces the amount of plastic in our environment and provides a chance for these items to be reused. Recycling also has its drawbacks as there are so many different types of plastic that it can be hard to sort through and some ends up thrown out anyway being put back into the environment and not properly disposed of. We, as a society, are making recycling options easier than ever. Many parks and outdoor recreation locations have cans to recycle plastic and other items that can be recycled rather than thrown away. Townships and other locations are offering proper disposal of toxic products such as motor oil, anti freeze and paint. These changes make it easier to properly dispose of hazards materials so these chemicals do not get back into the environment.After the 24 hour waste audit I was surprised at the amount of trash we produce as a family. I have a young child who is still in diapers and that alone adds to the amount of waste we produce. On top of that we always pack our lunch and use sandwich bags and plastic silverware. We also go through milk and juice containers quite frequently as well. The waste I can eliminate the easiest is the use of plastic silverware and sandwich bags. I can replace these items with plastic containers to carry food and reusable utensils. The option for cloth diaper is there but it would be hard to use with my lifestyle. Instead of buying water bottles I could get a refillable one to use through the day instead of plastic ones I just throw away. I will make more of a conscious effort to recycle more plastic bottles and containers instead of throwing them away.HANNAH-Yes and no, recycling is good for the environment. There are many different materials that must be separated. According to the PowerPoint in the resource folder. Recycling can help limit the landfills and dump sites a country can have. We can use recyclable waste to create fertilizer for plants to grow. This could create a cycle where instead of using a lot of the earth’s resources for a limited time, we could reuse them and give them longer time spam in usage. Something we could do to start the switch is to limit plastic and paper. For example, in the PowerPoint, Denmark has switched to 97% paper recycling. The plastic can be switched to reusable bottles and containers that are eco-friendly.The bad part of recycling is that there will never be enough resources because of the rate we consume them or the people who will follow them. The majority of the waste at landfills could be recycled but people don’t. The bad side is there are toxic materials that can’t get mixed into or recycled. if we burn them and the waste, it just goes into the air we breathe. If we switched to a sanitary landfill, where everything is sorted and packed into clay and didn’t destroy the soil, then it could potentially help the environment.It is very easy to recycle. color coding helps to let a person know what should go where. The big cities have many areas to dump recycling into the recycling center. I think if we added more recycling places in rural areas and taught secondary schools more about how important it is to recycle than we could make changes.In conclusion, Recycling is good for the environment. However, stopping the US from consuming more than European countries would be also very good for the environment.For 24 hours I didn’t waste a lot. In Colombia, everything is very recyclable friendly. I bought a water bottle that I reuse for water all day and week. The food made for us is served on banana leaves and during 24 hours the only thing I did waste was a candy bar wrapper. Most of the food we also get from the garden on site so we don’t use a lot of storage or bags. The are a lot of things I do reuse and then recycle. For instance, the banana peels and apple stems, are then put into recycling where the locals make them into fertilizer.After 24 hours of watching what I waste, I was very surprised at how little I throw away in Colombia compared to life in the US. I think if I was in the US the waste would be much higher than what I had shared. When I live in the US, I can remember every other hour of throwing stuff away, from food to drinkable water ( stuff we take advantage of).SHANNON-For your initial post, lets look at recycling.I have been in Arizona for the last few days and for some reason the need for conservation and recycling here is more obvious to me. It is apparent that the Phoenix Valley is not meant to house so many people. Due to the heat and need to stay hydrated while out and about, I hate to admit it, but we have used so much more plastic by way of water bottles since being here. Having a water bottle is helpful of course, but when you need a refill, it typically requires purchasing a bottle of water due to lack of free flow water. But, we have tried to utilize water fountains where available.Having recycling bins located in regular intervals in high travel areas would be helpful – but as we are all aware, sometimes even getting people to use standard garbage cans can be a challenge.

GCU Ethics IEP Development of A Student Discussion

You are responding to the student discussion board. I gave you the tittle of each post. minimum word count is 250 for each.This discussion board is about: In considering the IEP development of a student with ASD, what members of the team should have input in the creation of the IEP? Why? (SUZ) All members of the IEP team should contribute to the process of developing the IEP. It is important for the child’s parents to have an opportunity to contribute and understand what goals their child is working towards and what services the school is providing (Rothstein, Johnson, 2014). The classroom teacher needs to understand what goals the student is working towards. The special education teacher needs to ensure that the student’s goals and supports are meeting the child’s needs and within the parameters of the law (Rothstein, Johnson, 2014). The special service teachers (SLP’s, OT & PT) need to understand what the goals of the student are as well. All of these members of the team also must mutually agree on the goals to ensure collaboration. The child’s strengths should always be considered when developing an IEP (Rothstein, Johnson, 2014). Parents and teachers may have differing views on the child’s strengths and collaboration in identifying strengths will build a stronger plan for the student.I have found that it has been helpful for me as a teacher to hear a parent’s point of view on their child’s strengths, it sometimes opens up a new view for me on my students. I also have had the experience of sharing my views of a child’s strength with their parents and have surprised parents with information they were not aware of. In one particular situation the parent started crying happy tears when she heard what her son was doing at school that she didn’t even know he was capable of! It was a fun moment for all of us in the meeting to celebrate a success of a student.ReferencesRothstein, L., Johnson, S., (2014), Special education law 5th edition, Sage publications, Thousand Oaks CA.(VER) According to Rothstein and Johnson (2013), When providing special education services there a variety of individuals involved in the process and each and every one of them play a vital role in the educational system where it is important to be able to communicate as a team to develop the best appropriate plan for the students with disabilities (Rothstein & Johnson, 2013). Parents also play a very important role in the process because they are often the decision makers during the development in the IEP plan. All members that are providing “related services” should be part of the development of the plan because they play an important role in programming and putting in place the adequate support systems for the student (Rothstein & Johnson, 2013). Under IDEA, all involved should be properly trained with required qualifications and certifications to make sure all decisions being made are in accordance with the state law (Rothstein & Johnson, 2013). I think it is important that all team members have input in the development of the IEP because we all are experts in our own area, for example, as a special education teacher I can provide academic input along with input on educational goals; however, I would not be able to provide any input in regards to occupational therapy or speech and language pathology. Parents play an important role in the process, but I work in low income community where many of our parents are depending on us to create the best plan for their children. In order to come up with the best individualized plan that meets that needs of the student, all the team members input should be taken into consideration. In the district I work with, we collaborate prior to the meeting where we staff and discuss our views and input prior to having a meeting, no decisions are made but we do discuss any important information in order to be in the same place regards FAPE and LRE. Rothstein, L., & Johnson, S. F. (2013). Special education law (5 ed.). Thousand Oaks, CA: SAGE th Publications, Inc. ISBN-13: 9781452241098This dicussion board is about: How can special educators ensure that parents have input in IEP development? What can educators do if parents refuse to attend an IEP meeting? What are the ethical considerations involved in IEP development and parental involvement?(BRAN) believe parent input is the most helpful. They know their child the best and knowing their concerns can help. It is also nice to use the same techniques that way it is routine throughout their day. I send a questionier home with the notice of conference. It includes questions about what their child is good at, concerns, and hobbies. I try my hardest to work around the parents schedule when scheudling the IEP meeting. This can be difficult when their are more people on the IEP team. I usually get a list of dates/times form the parent and try to make one of those times work for everyone. If the parent is unable to attend when phone conference them in. Making sure parents get the notice of conference 10 days prior to the IEP meeting is very important. It is also important to document each time you try contacting the parent to scheudle the appointment. We use power IEP and there are 3 different slots to include communication. (DEB) It can be very frustrating when parents do not show up for meetings. I teach in a Title I school and I have to typically send home a letter, make a phone call and send a class DOJO reminder message to about 80% of my families. Each year I get a handful who do not show up for any meetings. This year we had an eval meeting and an IEP meeting on speaker phone. anther mom said do whatever, send home what I have to sign. I worked with her child an entire school year and never met her. Parents are an important part of the team and their input it vital, but for many reasons, work, anxiety, even substance abuse, they are not able to be present.Over the years I have go to homes, work, I have had IEP meetings in parents cars, at a picnic table on the playground. One time a mom avoided th whole situation and when I walked out to her car, she tried to run me over. That is not an exaggeration. Her mother called the school to apologize for her daughters behavior (she was in the car with her) and said she was recently diagnosed with Bi-Polar and asked me to please not press any charges. My principal assigned the child to another case manager and the mother continued to be aggressive but the grandmother took over and things got better. I have had IEPs signed in jail, DCYF has had to get some paperwork signed and of course sometimes the paperwork gets sent home.It can be a challenge to get parents in but it is important that we exhaust every option to do so. It is our ethical responsibility as educators that we do so. I am fortunate the my school has a full time social worker and she goes above and beyond to help us get parents in for meetings.

Locke | English homework help

RESPOND to each post150 words EACH
POST ONE
     As a result of having a different perspective than Thomas Hobbes and the state of nature, John Locke also views the need for enacting a social contract differently. Locke did not see humans as warring in a state of nature as Hobbes had. Instead, Lockes state of nature could be explained as a perfect place where people had the freedom to choose their own paths in life so long as it did not infringe upon others.
 Locke viewed people as being kind toward one another as a result of the Law of Nature, which was a result of virtues from God. Under the Law of Nature, people were equal and would be treated as such because of their morals stemming from their belief in God. By the same token, Locke acknowledged that having liberty in the state of nature was not synonymous with a license to do what we pleased, as, no one ought to harm another in his life, health, liberty, or possessions…(Locke, section 6). Only when a man has done something wrong can another man have power over him in the state of nature and this power cannot be used excessively, and only using calm reason and conscience (Locke, section 8)
Locke also understood the need for private property for men. Private property was the combining of a person using his (her) own labor along with the natural resources in nature to produce something. When a person used their abilities to produce something, they should have the right to that final product. However, a person could not claim more than what should be considered their own fair share. In other words, owning excessive private property would now breach the Law of Nature. Because of the desire for private property and the want to maintain it, men would give up the freedom of the state of nature, relying upon a government for protection.
To me, Lockes state of nature is more in line with my own thinking. People are not naturally evil and warring, but instead more virtuous, whether stemming from beliefs in God, their own upbringing, or just naturally moral. As a result, the only need for people to enter into a social contract is to settle disputes and not for self preservation as Hobbes suggested.
Although I accept (interpret?) the notions of a state of nature from both Locke and Hobbes as theoretical, Lockes description seems closer to what I understand as reality. His description of the importance of property is not only unique from Hobbes, but also makes sense. People like their things and do not want them taken away. This seems very natural in society today. Lockes views were instrumental not only in our re-establishment of the state of nature when the American colonists declared their independence, but was also instrumental in the writing of the Bill of Rights.
 
POST TWO
Locke view of the state of nature is that mankind is a state of perfect and complete liberty to conduct ones life as one best sees fit, free from the interference of others (iep.utm.edu). In other words people are born free to do as they please, as long as they follow moral laws conduct themselves in manner not causing harm to others. Locke saw man as being equal to one another, having the right to defend themselves from their aggressor.
The reason Locke saw property as a natural right is because, a person who works for a living builds creates products from the earth of their own doing is the rightful owner of the particular land. Because they took advantage of all the resources God had made available to them. But Locke also emphasized that a person should not take more than they needed “one is not allowed to take more from nature than one can use, thereby leaving others without enough for themselves ((iep.utm.edu). With property being a natural right Locke’s view of the state of nature all but guarantees one freedom from any sort of oppression, if man are able to defend themselves, own their property, live in peace surely can live as one see’s fit.
Lockes Hobbes differ greatly on their version of state of nature, Locke believed that people should have the right to do as they pleased with absolute liberty as long as they obey moral standings. Being a Philosopher in a time of civil war in the 17th centruy England were the Monarchy was eventually dispose, gave Locke his very liberal ideas.  As for Hobbes  his version of state of nature is, those in civil society should submit themselves to political authority such as King or a one party system in either case both have completed authority over everyone property. In my opinion I think Hobbes believe that mankind cannot make wise decision, thus leave it to an absolute authority to make those decisions. These two Locke Hobbes are different as night day mainly because of the times of each one of their ideas came to be, the same is the case for their version of a social contract same formula but very different implementation. 
 
POST THREE
Locke was a social contract theorist. “Locke believed that man was meant for civil society and that the latter must impose limitations on citizens if individual rights are to be protected.” (APUS)Locke’s social contract comes in two stages: a social and a political contract. The first stage is there to make sure a civil society is formed and the second stage ensures that there is a common political authority in order to protect their property.
A contract is needed in order for there to be some sort of following in society of what not to do and what to do. In Locke’s social contract he talks about Civil Society. “…He reasons that men contract and put themselves into civil society to avoid the inconveniences of the state of nature , which pose a perpetually looming threat of a state of war, and ultimately to protect property in person and land.” (APUS) The civil society differs tremendously from Sovereignty, the only purpose that the government has dealing with the civil society is that they protect citizen’s property. Men in civil society give up their natural freedom to gain protection of the laws. The Sovereignty is much different, “For Locke the Sovereign is the law which is fair and equally applied to all equally.” (APUS) In a popular sovereignty the government has limited power and not all your rights are turned over to the government. The Sovereign is ruled by consent of the people and to be ruled by the majority. Basically there is a leader that is put into that position and he represents the “Majority.” With Locke’s view on it the people form together and put together their view and go against the ruler if need be. With popular sovereignty not all rights are turned over to the government. “The relationship between limited government and the citizen is a reciprocal one.” (APUS) I think that this type of sovereignty is directed towards all citizens that feel that their voice or opinion should be heard as long as they abide by the laws of their state.
There are many differences between Locke and Hobbes. Locke looks at things as looking out for the people. Hobbes thought that there should be more of a monarch style ruling where what the ruler says goes and all your rights are turned over to the government. “Men cannot know good and evil, and in consequence can only live in peace together by subjection to the absolute power of a common master, and therefore there can be no peace between kings.” (Jim.Com) Hobbes basically meant that there had to be one master ruler and that the people of society could not get along because they did not know how to act. Locke focused on individual rights and that people should be able to think for themselves. Locke believes that property is the ultimate basis for the terms of his social contract. “While political power enables the state to make laws that bind the whole society in support pf the public good, the state must have limited powers so that it does not threaten the very basic rights of freedom it is supposed to protect.” (APUS)
 

MSU Working Hard Is Well Paying Job After Sometime Discussion Replies

I need your response to 5 discussion posts:Read “Selling Manure” by Bonnie Jo Campbell (27-29) and “How I Lost the Junior Miss Pageant” by Cindy Bosley (31-34) and answer the following questions.:CampbellBosleyHere the discussions:Campbell1. The main idea of Campbell’s essay is to not be so judgmental in looking at other people’s professions. Campbell influences others to take pride in their professions, everyone’s job is important and someone has to do them so why not take pride in it.2. The detailed description gives a more vivid idea of the conditions the narrator was working through. She used the barn, heat, and the dogs to describe the sense of sight and heat. As she continued to work in the heat she enjoyed progress that she made and she took pride into what she was working on.3. Campbell creates public resonance by having the narrator initially embarrassed doing her job. As time went on the narrator became prouder of her profession. The narrator states that the job was liberating after a period of time because even though the job was embarrassing at first she still had a product that other people needed.Bosley1. The main idea of Bosley’s essay is that you should be who you want to be, you don’t have to live up to anyone’s standards.2. Bosley makes her essay matter to someone who doesn’t care about pageants by comparing it to society. In society everyone is judging you and everyone is held to a standard but in reality everyone should be themselves and shouldn’t have to be held to any standard.3. Initially Bosley’s writer voice is more on the judgmental side but towards the end she becomes more aggressive. For example, Bosley states “It’s a contest no one should want to win. Our mothers should not have such dreams for us. Our mothers should not have such loneliness.” She is describing the pain that goes behind the scenes of pageants and which could also be compared to society as in how everyone is held to a standard.”Selling Manure” by Bonnie Jo Campbell1) In Campbell’s essay, “Selling Manure”, the less than obvious main idea is the value of hard work, especially hard work in a less desirable job. This can be proven by her initial reluctance to perform these tasks before easing in and deciding that she enjoys this work, saying she feels “revived”.2) The barn animals serve a much greater purpose than just keeping the narrator company. These animals may have been part of what helped the narrator ease into this hard work. At the same time, the unusual heat drives the narrator to work even harder. These details not only add to the picture, but also add to the narrative in how the narrator learned the value of hard work.3) The perfect example of public resonance in this essay is the section of the essay in which the narrator delivers the manure to customers (paragraphs 6-9). Initially, the narrator describes feeling nervous about the whole ordeal, citing that they were delivering in more affluent neighborhoods. Anyone would feel somewhat embarrassed or nervous if they found themselves in a more higher-class setting than what their used to, but then, like the narrator in this essay, would gradually feel more comfortable, and maybe feel successful, just like the narrator did.”How I Lost the Junior Miss Pageant” by Cindy Bosley1) You should never feel pressured to be beautiful, and your parents most definitely should not pressure you to be beautiful.2) She takes note of all the downsides of beauty pageants, including the coaching, and the strict guidelines she humorously lists at the end.3) I would say that this essay has a somewhat comedic voice. In lines such as “mother’s never-subtle hints that if I’d just lose 20 pounds boys would like me and I might even win a beauty contest”, “performed, not in swimsuits, but in short-shorts and white T shirts, Hooters-style”, and the entire list of women’s flaws that lose points in a beauty contest, the Narrator adds humor to a serious story about realizing the limitations of living in a poor class community and having a desperately lonely mother.Campbell“This experience has made me reflect on the idea of work in general. Any job is an important job, whether it is selling manure or selling insurance. People should take pride in what they do, and not assume that a low-paying job or a dirty job makes them second class citizens. And even the smelliest job has its rewards”(Campbell 28).She relates what she learned to the lives of every working person, the idea that no matter what one may do for a living or how they do it, it is worth the while. Even if it’s the most crude task out there, the job is helping someone. With this, readers are able to connect and reflect on their jobs, as well as other’s jobs, and think about them a little differently than before.Bosley“I’d lost the contest in my growingly cynical evaluation of Miss America as I’d gotten older– ‘chubby thighs touching, minus five points,’ ‘big hair, minus three points,’ ‘too small nipples, minus two,’ ‘flabby arms, minus 5,’ and subtract and subtract and subtract. It’s a contest no one should want to win. Our mothers should not have such dreams for us”(Bosley 34).In these three sentences, Bosley includes an earlier humorous part of her article, the deduction of points from the supermodels on TV that she used to do as a child. While it was more lighthearted then, Bosley began to turn it around on herself, brining in the darker more forlorn side of her writing style. What once was an amusing activity for her now is making her feel bad about herself. That reflects the idea that she includes the elements of comedy throughout her writing, but also uses those same elements to act as a channel into the more gloomy parts of her life.Campbell1. The main idea is that even jobs that are not the most favorable can still bring rewards and fulfillment to ones self worth and identity. It goes much deeper then just shoveling manure it’s taking pride in what you do and recognizing every job serves a purpose and you can help in that purpose.2. The barn, the dogs, and the heat all figure into the main idea because they all serve a purpose in the story. For example Campbell detailed how the dogs provided her great company, she also detailed that due to the heat her mother was providing her ice tea that she greatly appreciated. These detailed descriptions give us a better understand of how the writer feels and also a better visual understanding of what the writer is expressing.3. Campbell creates public resonance by making it a point to share that in a sense we all are selling manure, weather we sell build, move or spin a line of bull over the phone. This allows her to drive the point home that we all can relate to the job she is doing and it also allows her to express the freedom of knowing that what she is doing isn’t any different then what others are doing in a different line of work.Bosley1. The main idea of Bosley’s essay is that our dreams should be our own.2. Bosley makes her essay matter to someone who doesn’t care about pageants because the essay can apply to any pressure or demands one feels from society, family and even them personally. This is something everyone can relate to even if they have not been in a beauty pageant.3. Bosley tone is personal I feel, she uses lot’s of intimate details about her personal life and feelings. She allows the reader to know things that some people would not be comfortable sharing. For example she shared how she felt her mom thought of her appearances ” she already knew I wasn’t tall enough or pretty enough.” Another example of this is “I would always be too chubby and too backward.” Another reference given was this sentence ” After my mothers never subtle hints that if I’d lose 20 pounds boys would like me and I might even win a beauty contest.” These statements are so personal and so invasive to the writer and the fact she is willing to share these intimate opinions and thoughts leave me to think the tone is very much personal.Campbell:The main idea of “Selling Manure” by Bonnie Jo Campbell is to take pride in what you do. This idea is obvious in Campbell’s passage because even though selling manure isn’t the most glamorous job, the author is happy and takes pride in their business and what they do for others. The detailed description in the passage explain how dirty the job is, but also how enjoying it was. Campbell found company in the barn with the horses and dogs and it was easy to let her mind wandering and rejoin the living. Campbell creates public resonance when she says that any job is important. No matter how gross the job is many people benefit from the service, so the people doing that job are just as important to society as someone working in an clean office.Bosley:The main idea of Cindy Bosley’s “How I Lost the Junior Miss Pageant” is that you should be yourself. Instead of degrading yourself and trying to conform to societies standards you should love yourself for who you are. Bosley makes her essay matter to everyone with the bigger picture. The message is about self-love rather then the pageant. It’s about a girl comparing herself to others, and people being judged based on appearances. Bosley’s voice in the beginning of the passage in hypercritical. She sits and watches the pageants only to judge the contestants, and add or subtract points for their appearance, such as “…an extra point for being tan, a loss of points for sucking up…” Her nitpicking continues as she explains her mother’s wish is for her to win a pageant even though she “…wasn’t tall enough or pretty enough…” and through the end when she lost “…in borrowed shoes and an out-of-date dress.”