North Carolina During the Revo essays

North Carolina During the Revo essays The colony of North Carolina faced problems unique to itself preceding the Revolution. The colony had a general low diversity in its population, with most citizens being farmers. It suffered from internal unrest just before the American Revolution as a result of the War of Regulation (1768-1771). Also contributing to civil dismay within the colony was the large population of Tories, which later led to an overwhelming sense of anti-federalism within the colony. These factors contribute to a colony drowning in its own turmoil by the time any blood is shed on its land during the war itself (Crow 2). Farmers comprised the majority of the population in North Carolina at the time. The population was scattered with low density across the region from the coastline all the way to the Blue Ridge. There was no real presence of a colonial aristocracy. Most of the higher class evolved from families in the Albemarle and Cape Fear areas. Because of the low diversity throughout the colony, no real gentry class arose (Crow 2). There was a tremendous population increase around the middle of the 18th century (Crow 1). New settlers immigrated to the colony from Maryland Pennsylvania and New Jersey (Powell 105). The backcountry of the state filled, and with the population increase, they demanded more representation in the assembly. The easterners held power and opinion during that time, and refused to compromise. This in turn led to the War of Regulation in 1768, which pitted North Carolinian against North Carolinian. It was this variety of civil unrest that bred the staunch sectionalism within the Colony of North Carolina. There was never a real common thread of unity within the colony up to, and even after, the Revolution (Crow 2). The Tory population in North Carolina greatly outnumbered the Patriots. Here we have another example of the die-hard sectionalism in the Carolinas. It is always, North-South, East-West, Tory-Whig, or wha...

Ahmose Tempest Stela - Weather Report in Ancient Egypt

Ahmose Tempest Stela - Weather Report in Ancient Egypt The Ahmose Tempest Stele is a block of calcite with ancient Egyptian hieroglyphs carved into it. Dated to the early New Kingdom in Egypt, the block is a genre of art similar to political propaganda used by many rulers in many different societiesa decorated carving meant to extol the glorious and/or heroic deeds of a ruler. The Tempest Steles main purpose, so it seems, is to report on the efforts of Pharaoh Ahmose I to restore Egypt to its former glory after a cataclysmic disaster. However, what makes the Tempest Stele so interesting to us today, is that some scholars believe that the disaster described on the stone is the after-effects of the volcanic eruption of the Thera volcano, which decimated the Mediterranean island of Santorini and pretty much ended the Minoan culture. The tying of the story on the stone to the Santorini eruption is a crucial piece of evidence nailing down the still-debated dates of the rise of the New Kingdom and the Mediterranean Late Bronze Age in general. The Tempest Stone The Ahmose Tempest Stele was erected at Thebes by Ahmose, the founding pharaoh of the 18th dynasty of Egypt, who ruled between 1550-1525 BC (according to the so-called High Chronology) or between 1539-1514 BC (Low Chronology). Ahmose and his family, including his elder brother Kamose and their father Sequenenre, are credited with ending the rule of the mysterious Asiatic group called the Hyksos, and reuniting Upper (south) and Lower (north including the Nile delta) Egypt. Together they founded what would become the pinnacle of ancient Egyptian culture known as the New Kingdom. The stele is a calcite block that once stood over 1.8 meters tall (or about 6 feet). Eventually it was broken into pieces and used as fill in the Third Pylon of the Karnak Temple of Amenhotep IV, that pylon known to have been erected in 1384 BC. The pieces were found found, reconstructed and translated by Belgian archaeologist Claude Vandersleyen [born 1927]. Vandersleyen published a partial translation and interpretation in 1967, the first of several translations. The text of the Ahmose Tempest Stele is in Egyptian hieroglyphic script, inscribed into both sides of the stele. The front side was also painted with red horizontal lines and incised hieroglyphs highlighted in blue pigment, although the reverse side is unpainted. There are 18 lines of text on the front and 21 on the back. Above each text is a lunette, a half-moon shape filled with dual images of the king and fertility symbols. The Text The text begins with a standard string of titles for Ahmose I, including a reference to his divine appointment by the god Ra. Ahmose was residing in the town of Sedjefatawy, so reads the stone, and he traveled south to Thebes, to visit Karnak. After his visit, he returned south and while he was traveling away from Thebes, a tremendous storm blew up, with devastating effects throughout the entire country. The storm is said to have lasted for several days, with bellowing noises louder than the cataracts at Elephantine, torrential rainstorms, and an intense darkness, so dark that not even a torch could relieve it. The driving rains damaged chapels and temples and washed houses, construction debris, and corpses into the Nile where they are described as bobbing like papyrus boats. Theres also a reference to both sides of the Nile being stripped bare of clothing, a reference that has lots of interpretations. The most extensive section of the stele describes the kings actions to remedy the destruction, to restablish the Two Lands of Egypt and provide the flooded territories with silver, gold, oil and cloth. When he finally arrives in Thebes, Ahmose is told that the tomb chambers and monuments have been damaged and some have collapsed. He orders that the people restore the monuments, shore up the chambers, replace the contents of the shrines and double the wages of the personnel, in order to return the land to its former state. And so it is completed. The Controversy Controversies among the scholarly community focus on the translations, the meaning of the storm, and the date of the events described on the stele. Some scholars are certain the storm refers to the after-effects of the Santorini eruption. Others believe that the description is literary hyperbole, propaganda to glorify the pharaoh and his works. Others still interpret its meaning as metaphorical, referring to a storm of Hyksos warriors and the great battles that occurred to chase them out of lower Egypt. To these scholars, the storm is interpreted as a metaphor for Ahmose restoring order from the social and political chaos of the second Intermediate period, when the Hyksos ruled the north end of Egypt. The most recent translation, from Ritner and colleagues in 2014, points out that although there are a handful of texts referring to Hyksos as a metaphorical storm, the Tempest Stele is the only one that includes clear descriptions of meteorological anomalies including rain storms and floods. Ahmose himself, of course, believed the storm was the result of the great displeasure of the gods for his leaving Thebes: his rightful location for the rule over both Upper and Lower Egypt. Sources This article is a part of the About.com guide to Ancient Egypt  and the Dictionary of Archaeology. Bietak M. 2014. Radiocarbon and the date of the Thera eruption. Antiquity 88(339):277-282. Foster KP, Ritner RK, and Foster BR. 1996. Texts, Storms, and the Thera Eruption. Journal of Near Eastern Studies 55(1):1-14. Manning SW, Hà ¶flmayer F, Moeller N, Dee MW, Bronk Ramsey C, Fleitmann D, Higham T, Kutschera W, and Wild EM. 2014. Dating the Thera (Santorini) eruption: archaeological and scientific evidence supporting a high chronology. Antiquity 88(342):1164-1179. Popko L. 2013. Late Second Intermediate Period to Early New Kingdom. In: Wendrich W, Dieleman J, Frood E, and Grajetzki W, editors. UCLA Encyclopedia of Egtypology. Los Angeles: UCLA. Ritner RK, and Moeller N. 2014. The Ahmose ‘Tempest Stela’, Thera and Comparative Chronology. Journal of Near Eastern Studies 73(1):1-19. Schneider T. 2010. A theophany of Seth-Baal in the Tempest Stele. Ägypten und Levante / Egypt and the Levant 20:405-409. Wiener MH, and Allen JP. 1998. Separate Lives: The Ahmose Tempest Stela and the Theran Eruption. Journal of Near Eastern Studies 57(1):1-28.

Develop a learning resource on health and well being Essay

Develop a learning resource on health and well being - Essay Example ayed an important role since its initiation and continues to foster a favourable learning environment for all children irrespective of their backgrounds. According to the program, schools are encouraged to develop and apply solid approaches based on the four key pillars to healthy growth which include: Personal Development - the programme ensures that the child obtains some of the basic and relevant life skills such as communication and social interaction. Also, the child is exposed to a whole new world of decision-making where he/she gets to choose what he/she wants consequently improving on their reasoning capabilities and confidence. The child also gets to develop his/her physical and mental health through indoor as well as outdoor activities. Community Development - children who are involved in the programme improve the general living conditions of the communities they live in and also, they spell less communal problems such as teenage pregnancies and drug abuse which are associated with growing children. Academic Performance - apart from improving the child’s academic and non-academic performance, the programme also is aimed at improving the school’s rapport with other schools and the community at large (Department for Education and Skills 2012). Department for Education and Skills, National Healthy Schools Programme: A Guide for Parents and Carers, Government of United Kingdom, Retrieved from: . [3rd March

European Union Essay Example | Topics and Well Written Essays - 2500 words

European Union - Essay Example However, the idea of Europe cannot be entirely appreciatedwithout having the mentality of historical evolution of the Europe continent prior tothe periods of World War II and by extension the recent integration process that has been realized in the United States of Europe. By definition, stagnation in economic sense implies that there is a noticeable cease in motion, progress or generally activity. The progress as well as stagnation has been both customary and yet understandable stages in the expansion of the European Union and its antecedent, the European Communities (EC). European integration has had a kind of stop-and-go or an oscillating developmental pattern since the inception of the idea after the First World War (Louis Meuleman 2008; p. 401). Several factors have worked in a bid to understanding and shaping the composition and the future of the Union, for example issues like the adoption of a Constitution for the EU; the extension of EU membership to slot in ten new Member States; the ballot vote to the European Parliament; as well as the recommendation of a novel European Commission. In the 70s there was huge realization of lack of advancing the idea of EU among the member states. Citizens of independent member states were duly considered the then obstacles to the strong establishment and expansion of the EU. For instance, citizens of nations like the Netherlands and France at one time are in record having voted for their countries to pull out of the EU, leaving the reform process. In this regard at least according to Cini, (2007, 442); Citizens continue to disengage from the EU institutions, including what is ostensibly 'their' Parliament; the richer member states are seeking to reduce their contribution to the EU budget rather than increasing it to allow equitable treatment of the then new entrants in cohesion and agricultural aid. In fact the EU integration crisis in 70s Cini, (2007, 442) continue to declare, precipitated a situation dabbed Eurosclerosis. Eurosclerosis she explains further that it is the time period when the political integration in Europe mired. Fundamentally, it was the outcome of authority decisions in member states and by extension acute prevailing lack of public concern in regarding the condition of the European integration. There was also member state party politics as well as ethnicity issues (Bache, Ian & Stephen George 2006; 273). The principal issue here was how member states made policy decisions to shape their preferences regarding the EU (Folke, C., T. Hahn, P. Olsson, & J. Norberg, 2005; 361). The independent member states held varied political culture as well as big picture opinions of their national interest and preferences. These factors are by extension shaped by complicated bundles of issue-specific factors which further depends on negotiations between the EU27 members and t he apparent constantly shifting patterns of domestic politics within each member states. A pretty good example, according to Cini (2007, p. 450) is the French 'Non' to the Constitutional Treaty motivated by the then president. The French resisted the recommended liberalization of services in the Single Market which has been a prime EU policy, commonly called Bolkestein Directive. There is therefore divergent views on

Project Base Learning in the classroom Essay Example for Free

Project Base Learning in the classroom Essay Project based learning in classroom is a great departure from that of the conventional classroom learning method. The conventional learning is teacher centric and the students learn directly from their teacher. On the other hand, the project based learning is student centric while the teacher has only the role of a facilitator. Today’s world is more advanced in technology hence more complex. There are a lot of opportunities as well as various problems. Only those who can successfully handle such complex tasks can succeed in the modern life. The student needs to be prepared to face such things in their future life. And the project based learning in the classroom itself gives them a glimpse of challenges lying ahead and types of life surviving skills that needed to face them. In this method, the students are given challenging tasks, individually or in a group, which they need to carry out, using the concepts and principles they learned from the text books and their own common sense and creative thinking. Most of the tasks given to the students are related to real life situations. The basic idea behind using such real life situations is that it will make the student competent enough to construct solutions for such situations in the real life as when they arise. Project based learning method allows the students to decide themselves the course of actions in order to achieve the objective of the task or solve the given problem. They ask themselves the questions that need to be answered to produce the required answers. They themselves find out the answers and the ways to meet the set objectives. Their inherent qualities like leadership skills, problem solving skills and communication skills etc are forced to develop during this process. They also learn to think in a group which is essential in modern work culture. Unlike the passive role they played in the teacher centric learning method, the students are leaning things by actually doing it and experiencing the thrill as well as the difficulties of such learning. They get a chance to apply the knowledge they acquired from the text books on to the real life situations. The students direct themselves and this instills in them a sense of responsibility and their motivational levels will go up. The utilization of technology such as computer and internet etc give them a real clue about their immense utility. They get to experience the pride that is associated with the achievement of goals and they are ready for more. The teacher, who is also the facilitator, finally assesses the findings or suggestions submitted by the students and give his feedback. The feedback is very much important for the students and will help them make good the shortcoming and move forward. This way they horn their skills in every area of leaning and by the time they finish the schooling, they are ready to take on the numerous challenges that the life throws at them.

Best Practice Merchandising :: GCSE Business Marketing Coursework

Best Practice Merchandising Introduction Retailing is around us everywhere. Whenever you buy something, it is usually from a retail outlet. Everywhere that you go, there is a retail outlet begging you to buy a new car or a jumper or a can of baked beans for only 39c. The world is also full of huge shopping centres and malls packed with retail outlets trying to make you purchase from their particular store. The competition in the retail industry is tremendous and these outlets all have to use certain techniques to try and make you buy from them. What are these techniques? Why do some retail outlets go bust and others flourish into multi-national organizations positioned all around the world? It all has to do with their retail strategy; which includes: - Retail branding and positioning within the market - Their merchandise range - Their product selection and pricing - Their in-store layout - How well their stores are merchandised Customer base Customers are the people that make retail outlets money. Marketing campaigns are directed at the customers in the hope that they can be enticed into the stores so that they will spend money. New customers and current customers are given offers everyday of the week. However studies have shown that current customers generate more revenue than new customers. Existing customers tend to purchase more than new customers and studies show that costs to retain customers are 80% lower than costs to generate new customers. There are also many benefits associated with existing customers. An increase in existing customer satisfaction leads to: - Increased positive word of mouth - Less reason to offer costly loss-leaders to generate traffic - Existing customers usually spend more than new customers - The profits earned from each individual customer grow the longer they remain loyal to the firm. (McLaughlin et al 1998) Retail Brand The retail brand is one thing that customers will always look at. What makes up the retail brand? Everything in the store that makes that particular store different from every other store makes up the retail brand. The lighting, the atmosphere, the music, the colour and the layout all go into making up the brand. The perception that a customer has of the stores image is the retail brand. In today’s competitive market where many retailers have a similar product range, the retail brand can be the key to customers.

Auto Mechanics

Corey Bishop Contemporary Literature Informative – Persuasive Research Paper 22 May 13 Auto Mechanic Career One of the biggest needs on the Crow Creek Sioux Tribe reservation is a used car dealership, on top of that a certified Automotive mechanic that can fix those cars what money that will be made on the reservation will stay on the reservation. What I know about this automobile mechanic is it could get complicated at times such as wrong parts and tight squeezes you got to be physically in shape you have to be strong, in order to lift and turn things and not only physical things.But you have to be smart because automotive technology is becoming increasingly sophisticated some employers prefer service technicians who have completed a formal training program In a post secondary institution . industry certification is usually required once the person is employed How to become a automotive technician according to the bureau of labor statistics occupational outlook handbook, auto motive service technicians and mechanics education. High school courses in automotive repair electronics, computers, mathematics, and English provide a good background for prospective service technicians.However, high school graduates often need further training to become fully qualified. Completing a vocational or other post secondary training program in automotive service technology is considered the best preparation for entry – level positions. The programs last about 6 months to a year and provide intensive career preparation through classroom instruction and hands-on practice short-term certificate programs in a particular skill are also available training – most of the technicians must complete on the job training often is part a formal education program.Internet â€Å"article title† automobile service technicians & mechanics Name of source: Bureau of labor statistics Access date: 3-21-13 URL or Internet address: http://www. bls. gov Internet ‘Articl e title† Automotive technology Name of source: united tribes technical college # pages printed: 2 Access date: 3/21/13 URL or Internet address: http://www. uttc. edu

Export Import

Import and export of goods play a vital role in all the economy. That too, India is a developing country, the role of export and import are of greater emphasis. There must be a free flow of exports and imports in order to improve the economy. But, the free flow should not affect the economy. So, the control over import and export of goods become the need of the hour.Regulation mandated by a state attempts to produce outcome which might not otherwise occur, produce or prevent outcomes in different places to what might otherwise occur, or produce or prevent outcomes in ifferent timescales than would otherwise occur. In this way, regulations can be seen as implementations artifacts of policy statements. The economics of imposing or removing regulations relating to markets is analyzed in regulatory economics. [Development of economic legislation is of comparatively recent origin.Reserve Bank of India was established in 1935 to exercise control over banking and fiscal activities. Need to control economic activities through legislation arose during the Second World War to face shortages. Price and distribution controls were established on arious essential commodities under the Defense of India Act, 1939 (later converted into Essential Supplies (Temporary Powers) Act of 1946 and Essential commodities Act in 1955). Foreign Exchange Regulation Act, 1947 was passed to control the difficult position of foreign exchange. Industries (Development and Regulation) Act, 1951 provided for industrial licensing and registration.MRTP Act was passed in 1969 to exercise control over monopolies, unfair trade practices and restrictive trade practices. Sick Industrial Companies (Special Provisions) Act, 1985 was passed as a solution to growing sickness in industries. Securities and Exchange Board of India Act, 1992 was passed to establish a statutory body (SEBI) to exercise control over rapidly growing capital market. Earlier, capital issues (control) Act, 1947 was used to exercise cont rol over capital issues. This Act was scrapped after the formation of SEBI. As international business is growing, importance of controls over foreign transactions is growing.The main purpose of economic legislation is to support the economic policies of the Government. b. to exercise control over economic activities. to protect consumers from unscrupulous persons. d. To prevent bad side effects of the development. India decided to follow Russian model of ‘controlled economy and ‘leading role to public sector'. Various Acts were passed atter 1947 to suppo t rt nese ideals. T envisaged various controls, licensing etc†¦ Some Acts like Essential Commodities Act. FERA was designed to support ‘shortage economy, where supply was less compared to demand. These economic policies were totally changed in July 1991.It is ironical that through the policies have changrd, the old Acts still continue. Though some amendments to FERA, MRTP Act etc†¦ have been made, the bas ic philosophy of these Acts (i. e) controls and licensing continues. Luckily, the Acts provided so much flexibility in framing policies that these old Acts provided so much flexibility in framing policies that these old Acts designed for different purposes and with entirely different concepts can be in fact are being used to implement new policies. Indeed the new policies are against basic philosophy of the old economic legislation.The country which is purchasing the goods is known as the importing country and the country which is selling the goods known as exporting country. The traders involved in such transaction are importers and exporters respectively. In India, exports and imports are regulated by Foreign Trade (Development and Regulation) Act, 1992, which replaced the Imports and Exports (control) Act, 1947, and gave the Government of India enormous powers to control it. Besides the FTDR Act, there are some other laws which control the export and import of goods. These includ e :- a. -rea Act, 1953 b.Coffee Act, 1942 The Rubber Act, 1947 The Marine Products Export Development Authority Act, 1972 e. The Enemy Property Act, 1968 The Export (Quality Control and Inspection) Act, 1963. g. The tobacco Board Act, 197513] IMPORT RESTRICTIONS Control over the import ot the goods in to India is exercised by the Import Trade Control Oragnisation, which functions under the ministry of commerce. This rganisation is supervised by the director General of foreign trade station at New Delhi, who is assisted by Additional and Joint director general and by other licensing authorities at various centers.Current import policy is embodied in the export and import policy book out by the DGFT. CUSTOMS ACT, 1962 Section 12(1) of the customs Act is the charging section which provides for imposition of a duty called Customs duty levied as per the customs Tariff act 1975, or any other law for the time being in force on the goods imported in to India or exported out of India. The ob jects of Customs Act are i) To regulate imports and exports. To protect domestic industries from dumping. iii) revenue in the form of customs duty and indirect tax. iv) legislations such as FTDR and FEMA.To collect To assist allied By virtue of the power conferred under Secl 56 of the Customs Act 1962 Central Govt is empowered to make rules consistent with the provisions of the Act. Similarly by virtue of its powers conferred under Sec157 of the Act , the Central Board of Excise and Customs(CBEC) has been empowered to frame regulations( Customs House Agent Regulations) EXPORT & IMPORT PROHIBITIONS Secl 1 of the Customs Act 1962 gives powers to central government to prohibit import or export of goods . Such a prohibition can be absolute or conditional.Absolute prohibition means an importer is totally prohibited in importing/exporting the subject goods. Some of the goods prohibited from time to time are narcotic drugs, explosives, live or dead animals [birds, arms and ammunition, coun terfeit currency notes. On the other hand, conditional prohibition would mean that the prohibition would mean that the prohibition would mean that the prohibition is subject to certain conditions imposed. A conditional prohibition would attract in a case where the importer is prohibited in selling/trading the imported goods but can only use the ame as a raw material for manufacture.Some item like wool, turmeric, onion, black pepper, tea, etc†¦ are allowed to be exported only after they are graded by designated authorities. In terms of Sec. ll (2) of the Customs Act, 1962, the prohibition may among other things relate to the following: i) Maintenance of security of India. Prevention of smuggling Conservation of foreign exchange and safeguarding balance of payments. Prevention of serious injury to domestic production of goods. v) Protection of national treasures. Maintenance of public order and standards of decency and morality. vii)Protection of IPR (Patent/Trademark/Copyright) viii) Any other matter conducive to the interest of general public. Sec. 2 (33) of the act defines prohibited goods means any goods the import or export of which is subject to any prohibition under this act or any other law for time being in force but doesn't include any such goods in respect of which the conditions subject to which the goods are permitted to be imported or exported, have been complied with. Therefore, the prohibition under Customs Act applies to prohibition under any other law in India. ) Ancient Monument Prevention Act prohibits/ restricts antiquities e imported or exported without licence. b) Arms and ammunition cannot c) Wildlife Act prohibits certain exports- ‘red sandal wood ‘(which are used in Middle East countries for making musical instruments) d) Environment Protection Act prohibits export of some items. At the time of import of goods the customs authorities will first check whether the items imported is prohibited / restricted or subject to co nditional import, before allowing clearance of the goods.Similarly at the time export also the goods are given ‘let export order' only after they are checked with the reference to restrictions/ rohibitions. If such goods are attempted to be smuggled the goods are liable to seizure/confiscation and the offender liable to penal action including arrest / prosecution under the Customs Act. The word ‘confiscation' implies appropriation consequential to seizure. The essence and concept of the confiscation is that after confiscation the property of the confiscated goods vest with the central govt.Secl 1 1 of the Act provides for confiscation of improperly imported goods. The goods brought from a place outside India shall be liable for confiscation. Sec. 111 (d) says â€Å"any goods hich are imported or attempted to be imported or are brought within the Indian Customs waters for the purpose of being imported, contrary to any prohibition imposed by or under this act or any other law for the time being in force. Secl 13 of the Act deals with confiscation of goods attempted to be improperly exported .The export goods shall be liable for confiscation under sec 113 (d) says â€Å"any goods attempted to be exported or brought within the limits of any customs area for the purpose of being exported contrary to any prohibition imposed by or under this Act or any other law for time being in force. COFEPOSA, 1974 Conservation of Foreign Exchange and prevention of smuggling Activities Act (COFEPOSA) was passed in 1974 when foreign exchange position in India was bleak and smuggling was beyond control.In view of recent liberalisation, the Act has lost its significance. The Act gives wide powers to executive to detain a person on mere Suspicion of smuggling (the draconian provisions of the act can be compared with provisions of TADA, where a person can be incarnated in Jail merely for possessing a illegal weapon and having acquaintances with some underworld elements, w ithout any proof of direct involvement in terrorist activities). The acts like COFEPOSA, TADA, etc†¦ are criticized on the ground that they violate basic human rights.Freedom of a man can be taken away under such Acts, without Judicial scrutiny and safeguards. The act has been given special protection by including the same in the 9th schedule to constitution. The validity of COFEPOSA particularly section 5A and SAFEMA smugglers and foreign Exchange Manipulators (forfeiture of property) Act 1976, have been upheld in Attorney General of India Vs. Amaratlal PraJivandas[4]. A 9 member bench SC order. Thus, individual civil liberties can be curtailed for national security and in national interest.Under provisions of the act, a Government officer, not below the rank of Joint Secretary in case of central Government and Secretary in case of State Government, who is specifically authorized by central or state government for that purpose, is authorised to order detention of a person (inc luding a foreigner) with a view to prevent him from acting in any manner prejudicial to conservation or augmentation of foreign exchange, or to prevent him from smuggling or abetting smuggling of goods, or transporting, keeping conceling or dealing in smuggling goods or harbouring persons engaged in smuggling ot goods. section. ). where an order ot detention is made by state government officer, it should be reported to central government within 10 days. (Section. 3 (2)). When detention is ordered by central government, central govt. is appropriate government. When detention is ordered by state government, that govt. is appropriate government. The significance of this definition is that the ‘Appropriate government' has to make a reference to advisory board formed for the purpose of COFEPOSA and take action as per decision of advisory board.Appropriate government also has powers to revoke a detention, release a person temporarily, etc†¦ SAFEMA, 1976 Another act relevant to COEPOSA is SAFEMA – smugglers and Foreign Exchange Manipulators (Forfeiture of property) Act, 1976. The act applies to persons convicted under customs Act, FERA and to those detained under COFEPOSA. The purpose of the act is to forfeit the illegally acquired properties of the smugglers and foreign exchange manipulators. Property can be forfeited merely on the ground that he is detained under COFEPOSA.However, in case of customs and FERA, property can be forfeited only if a person is convicted under these Acts. An appellate tribunal has also been formed for this purpose. COFEPOSA is dreaded Act similar to TADA. It permits detention of a person even without a charge. Since the powers are extraordinary, generally courts are strict about the conditions prescribed in respect of detention. FOREIGN TRADE (DEVELOPMENT AND REGULATION) ACT, 1992. The FTDR Act is designed to develop and regulate foreign trade by facilitating imports in to India, and augmenting exports from India, and fo r matters connected therewith.The salient features of the Act are as follows; 0 It has empowered the Central Government to make provisions for development and regulation of foreign trade by acilitating imports into, and augmenting exports from India and for all matters connected therewith or incidental thereto. 0 The Central Government can prohibit, restrict and regulate exports and imports, in all or specified cases as well as subject them to exemptions. 0 It authorizes the Central Government to formulate and announce an Export and Import (EXIM) Policy and also amend the same from time to time, by notification in the Official Gazette. It provides for the appointment of a Director General of Foreign Trade by the Central Government for the purpose of the Act. He shall advise Central Government in formulating export and import policy and implementing the policy. 01Jnder the Act, every importer and exporter must obtain a ‘Importer Exporter Code Number' (‘EC) from Director G eneral of Foreign Trade or from the officer so authorised. The Director General or any other officer so authorised can suspend or cancel a licence issued for export or import of goods in accordance with the Act.But he does it after giving the licence holder a reasonable opportunity of being heard. PENALTY Export or import in violation of provisions of the act, rules or policy is an offence. Penalty up to five times the value of goods can be imposed. The contravening goods and conveyance carrying the goods are liable to confiscation. The goods and conveyances confiscated can be released by paying redemption charges equal to market value of such goods or conveyance.Conveyance will not be confiscated if it is owner proves that the conveyance was used without his knowledge or ne took reasonable precautions against its misuse. Penalty and confiscation can be ordered by ‘Adjudicatory authority. APPEAL Appeal against the order of DGFT for refusing of suspending or cancelling code umb er or licence or imposing penalty can be filed within 45 days with prescribed authority. Appeal can be filed only on payment of penalty imposed, unless appellate authority dispense with such pre deposit (Section. 5 of FTDR). Central Government can call and examine any records and pass revision orders in some cases (section. 16 of the act). SETTLEMENT A person can opt for settlement by admitting contravention in the following Contravention was without willful mistake or without any circumstances. a. collusion, fraud or without intention to cause loss of foreign exchange. b. Person mporting has not misutilised the imported goods, but condition of ‘Actual user' or ‘Export obligation' have not been satisfied.

How To Drive 10x More Traffic With Brian Dean Of Backlinko

How To Drive 10x More Traffic With Brian Dean Of Backlinko These days, you need to create both a great Website and great content to rank on Google. Today, we’re talking to Brian Dean, an SEO expert and founder of Backlinko, about how to fuel your 10x content using his research method called the Skyscraper Technique. Black Hat SEO: Stuffing keywords and creating fake signals to rank in Google Google penalized sites using this strategy White Hat SEO: You don’t mind showing Google everything you did to optimize your site Backlinko teaches people White Hat SEO strategies SEO Elements: Keyword and topic research; create content around them Two types of keywords: Information and commercial Create and optimize content that gets the most searches around keywords/topics Differences between well-researched and not researched content and topics Provide one-stop shopping for all the information customers need Skyscraper Technique is a form of research to figure out what content will perform well: Ways to improve content go bigger and better, curate, storytelling, and more Focus on quality over quantity; create less content, make it more valuable Common missteps when implementing â€Å"less is more† strategy and ranking Links: 10X Marketing Formula by Garrett Moon Backlinko Backlinko on YouTube Jon Cooper Tim Ferriss and the 4-Hour Work Week Google Keyword Planner Reddit AMP on iTunes leave a review and send screenshot to podcast@.com If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Brian: â€Å"You really have to create legitimately great content and a legitimately great Website to rank in Google.† â€Å"Everything starts with a keyword with SEO.† â€Å"They just regurgitate what’s already out there and that’s not the type of content that’s going to rank as well on Google.† â€Å"There’s tons of ways to make your content more valuable than the competition.†

Battle of Guilford Court House in the American Revolution

Battle of Guilford Court House in the American Revolution Battle of Guilford Courthouse - Conflict Date: The Battle of Guilford Court House occurred on March 15, 1781, and was part of the southern campaign of the American Revolution (1775-1783). Armies Commanders: Americans Major General Nathanael Greene4,400 men British Lieutenant General Lord Charles Cornwallis1,900 men Battle of Guilford Court House - Background: In the wake of Lieutenant Colonel Banastre Tarletons defeat at the Battle of Cowpens in January 1781, Lieutenant General Lord Charles Cornwallis turned his attention to pursuing Major General Nathanael Greenes small army. Racing through North Carolina, Greene was able to escape over the swollen Dan River before the British could bring him to battle. Making camp, Greene was reinforced by fresh troops and militia from North Carolina, Virginia, and Maryland. Pausing at Hillsborough, Cornwallis attempted to forage for supplies with little success before moving on to the forks of Deep River.   He also endeavored to recruit Loyalist troops from the region. While there on March 14, Cornwallis was informed that General Richard Butler was moving to assault his troops. In actuality, Butler had led the reinforcements that had joined Greene. The following night, he received reports that the Americans were near Guilford Court House. Despite only having 1,900 men on hand, Cornwallis resolved to take the offensive.   Detaching his baggage train, his army began marching that morning. Greene, having re-crossed the Dan, had established a position near Guilford Court House. Forming his 4,400 men in three lines, he loosely replicated the alignment used by Brigadier General Daniel Morgan at Cowpens. Battle of Guilford Court House - Greenes Plan: Unlike the previous battle, Greenes lines were several hundred yards apart and were unable to support each other. The first line was comprised of North Carolina militia and rifleman, while the second consisted of Virginia militia situated in a thick forest. Greenes final and strongest line was comprised of his Continental regulars and artillery. A road ran through the center of the American position. The fighting opened approximately four miles from the Court House when Tarletons Light Dragoons encountered Lieutenant Colonel Henry Light Horse Harry Lees men near Quaker New Garden Meeting House. Battle of Guilford Court House - Fighting Begins: After a  sharp fight which led the 23rd Regiment of Foot advancing to aid Tarleton, Lee withdrew back to the main American lines. Surveying Greenes lines, which were on rising ground, Cornwallis began advancing his men along the west side of the road around 1:30 PM. Moving forward, British troops began taking heavy fire from the North Carolina militia which was positioned behind a fence. The militia was supported by Lees men who had taken a position on their left flank. Taking casualties, the British officers urged their men forward, ultimately compelling the militia to break and flee into the nearby woods (Map). Battle of Guilford Court House - Cornwallis Bloodied: Advancing into the woods, the British quickly encountered the Virginia militia. On their right, a Hessian regiment pursued Lees men and Colonel William Campbells riflemen away from the main battle. In the woods, the Virginians offered stiff resistance and fighting often became hand-to-hand. After half and hour of bloody fighting which saw a number of disjointed British attacks, Cornwallis men were able to flank the Virginians and force them to retreat. Having fought two battles, the British emerged from the wood to find Greenes third line on high ground across an open field. Charging forward, British troops on the left, led by Lieutenant Colonel James Webster, received a disciplined volley from Greenes Continentals. Thrown back, with heavy casualties, including Webster, they regrouped for another attack. To the east of the road, British troops, led by Brigadier General Charles OHara, succeeded in breaking through the 2nd Maryland and turning Greenes left flank. To avert disaster, the 1st Maryland turned and counterattacked, while Lieutenant Colonel William Washingtons dragoons struck the British in the rear. In an effort to save his men, Cornwallis ordered his artillery to fire grapeshot into the melee. This desperate move killed as many of his own men as Americans, however it halted Greenes counterattack. Though the outcome was still in doubt, Greene was concerned about the gap in his lines. Judging it prudent to depart the field, he ordered a withdrawal up Reedy Creek Road towards Speedwell Ironworks on Troublesome Creek. Cornwallis attempted a pursuit, however his casualties were so high that it was quickly abandoned when Greenes Virginia Continentals offered resistance. Battle of Guilford Court House - Aftermath: The Battle of Guilford Court House cost Greene 79 killed and 185 wounded. For Cornwallis, the affair was much bloodier with losses numbering 93 dead and 413 wounded. These amounted to over a quarter of his force. While a tactical victory for the British, Guilford Court House cost the British losses they could ill-afford.   Though unhappy with the result of the engagement, Greene wrote to the Continental Congress and stated that the British have met with a defeat in a victory. Low on supplies and men, Cornwallis retired to Wilmington, NC to rest and refit. Shortly thereafter, he embarked on an invasion of Virginia. Freed from facing Cornwallis, Greene set about liberating much of South Carolina and Georgia from the British. Cornwallis campaign in Virginia would end that October with his surrender following the Battle of Yorktown. Selected Sources Guilford Court House National Military ParkBritish Battles: Battle of Guilford Court HouseUS Army Center for Military History: Battle of Guilford Courthouse

Blue Print for Personal Growth Research Paper Example | Topics and Well Written Essays - 1250 words

Blue Print for Personal Growth - Research Paper Example Working in groups or teams, however, has challenges due to diversity issues and requires outstanding leadership abilities as a step to building and sustaining teams and their involved interpersonal relationships. My personal assessment also identified my qualities that are important to teaming and interpersonal relationships. These characteristics are â€Å"vision,† â€Å"charisma,† â€Å"negotiation† and â€Å"role modeling† (Christensen, Marx and Stevenson, 2006, p. 76). Even though I have made significant progress in leading teams into rational decisions, and cohesion, I have plans for improving on my potentials. I plan to improve on my vision development towards cooperation and cohesive decision making by using my entire team to develop team vision instead of developing one and communicating it to the team. This will have the advantage of instilling a sense of belonging and recognition in team members’ work and association with one another. I fu rther plan to improve on my charisma through mentorship, and training on leadership qualities. Further, I will attend training on negotiation as a strategy to conflict resolution, and cross cultural diversity management as a strategy towards negotiation because exemplary negotiation skills will help me in bridging emerging gaps in decision making processes, and differences due to diversity. My development objectives also include improving on my integrity as a leader, which aims at developing credibility towards trust and influence on people. Implementing these changes will ensure outstanding decision-making processes, team building, and interpersonal relationships because of the elements’ significance influence and cohesion (Gates, 2009). Leading people Transformational leadership is the best practice towards creating, maintaining, and improving a system. This is because of the leadership’s tools that facilitate achievement of systems’ goals through motivation a nd empowerment. A transformational leader is for example charismatic and therefore derives substantial allegiance from people around him. The people ascribe to his outstanding and captivating traits and this facilitates development of a system to the leader’s desired achievements. The leadership style is also a best practice in creating, maintaining and improving a human resource system because of the involved â€Å"inspiration and vision† that focuses teams and groups to outlined developmental objectives and therefore reduces conflicts in implementation of objectives (Marshal, 2011, p. 5). The ability to motivate people’s intellect and personal consideration that is identified in transformational leadership also establishes its position as the best practice for creating, maintaining and improving the human resource system (Marshal, 2011). A human resource system is a set of asset that can be used to facilitate achievement of an organization’s objective a nd its psychological aspects that identifies influence, motivation and empowerment offers a leader diversified opportunities for influencing the system towards desired outcomes. A leader can therefore empower and motivate a human resource system towards strategic and tactical goals of an organization through identifying and influencing appropriate human resource practices that can empower and motivate employees towards the objectives. Developing and influencin