Florida- Blind, Deaf, and Dumb Essay Example for Free

Florida- Blind, Deaf, and Dumb Essay Coleman already knew one thing for sure about his future, and that was that he wanted to make educating children his life’s work. Coleman knowing about the lack of educational decrees in Florida decided to take the opportunity to advantage, by writing to Governor William D. Bloxham asking for a sum of $20,000 minimum appropriation to start a school for the deaf and blind. Coleman’s hopes came true when in 1883 Florida’s legislature establishes an institution for blind and deaf children for two years at ,000. The location of the school was put to a biding between the towns in Florida. Captain Edward E. Vaill offered St. Augustine the biggest bid of $1,000 and 5 acres. The original three wood buildings were erected by contractor William A. MacDuff at $12,749. The school was completed in December 1884. The first class entered in 1892 with 62 students. The two first graduates were both deaf, their names were Artemas W. Pope of St. Augustine and Cora Carlton of Island Grove. The two later married and became parents of Florida Senator Verle A. Pope. The first blind student graduated in 1908. The first African American graduates were Louise Jones a blind student in 1914, and Cary White a deaf student in 1925. The school originally only had 5 trustees in 1905, until 1963 were there were 7. Taylor Hardwick began construction on new dormitories in late 1958 and opened in 1959. The school is now the largest of its type in the U. S. The school now has 47 buildings and 72 acres. The school’s annual budget is over $30 million dollars. The schools no longer an boarding school but, now a public school. It’s the only school in Florida that is pre-school through 12th grade. It also has a post-secondary program. The school is accredited by the Southern Association of Colleges, and Schools. The Conference of Education Administrators serving the deaf, and the National Accreditation Council for Agencies Serving the Blind and visually handicapped. The school has two departments: the Deaf department, and the Blind department. The school also has outreach programs for parents, teachers, and other staff in small and rural school districts in Florida. The also has a healthcare center on campus for students, as well as two well-appointed auditoriums. The school boasts the Copeland recreation and fitness center, which is specially designed and constructed for the blind. The center is the site of the annual USABA’s youth national goalball tournament. Not only that but blind high school students get state of the art sound system within the school. The school has 11 sports you can join at the school: Football, Soccer, Volleyball, Basketball, Little League Baseball, Track, Cross Country, Swimming, Goalball, Wrestling, and Cheerleading. They have preforming arts groups, the deaf department has a traveling dance troupe, and the blind department has a band known as the OuttaSight. The school also has several clubs: the blind skier, academic bowl team (competitive), and a traveling math club called MathCounts. -Notable Alumni- * Ray Charles- He learned to read braille here. When he went to the school it was known as the Institute for the Blind, Deaf and Dumb. * Ashley Fiolek- A very well-known rider in motocross racing. * Marcus Roberts- A famous Jazz pianist. -My Perspective- I really enjoyed researching and writing this essay. Originally the essay was supposed to be about all deaf culture related things in Florida but, as I started one of the things that kept popping up was the Florida school for the Deaf and Blind. Since it kept popping up I clicked on it and was amazed that it was in St. Augustine (which is where I was going to go for spring break), and that it was the oldest school for the deaf in Florida. All of a sudden I knew that I wasn’t doing my project on the deaf culture in Florida but instead a certain school for the deaf in Florida. Then I realized I had to make a decision; the schools name is the school for the Deaf and Blind. Meaning I would have to decide if I wanted to do my project on the school as a whole which means the Deaf and Blind, or just the Deaf department. As you already know (because hopefully you read the essay) I choose to both. The reason I choose to do both is because if I’m writing (or typing) this essay about the school than I’m going to write about the school in a whole. When I saw the school in person was when I finally realized just how big 47 buildings and 72 acres is. the school is huge and looked like it could swallow are school times two. I wasn’t able to go into the school. I was also surprised that I didn’t see that many people who were either deaf or blind from what I could tell at least. I do remember seeing this one girl who was deaf a couple times, I think she might have been a tourist though because I saw her at a tourist spot. The first time I say her we were sitting across from each other at a restaurant. My dad kept telling me to go say hi, and I swear I told him a million times that I couldn’t and that it would be considered rude. All in all I feel extremely pleased with what I came up with for this essay, and I hope you are too.

Leadership and Management at the Coca Cola Company Essay -- Business M

Leadership and Management at the Coca Cola Company Business is an economic institution whose goal is economic Survival and whose activities are dominated by the profit motive. Its primary purpose is to create and satisfy a customer and make a profit. To achieve this purpose, business must be skilfully managed. Management is defined as the art of conducting and supervising a business or as using judgment in business affairs. A manager is one who actively directs, controls and manipulates his or her business environment in a manner that takes account of the risks involved in order to realize monetary gain. Successful business leaders have stressed that good management skills, whether in a large corporation or in a one-person business, are vital to the success of a business. Many small business people may be good at launching their venture, but weak in managing the development and later stages of the business. DIFFERENCES AND SIMILARITIES BETWEEN A MANAGER AND A LEADER Leadership is just one of the many assets a successful manager must possess. Care must be taken in distinguishing between the two concepts. The main aim of a manager is to maximise the output of the organisation through administrative implementation. To achieve this, managers must undertake the following functions: * Organisation * Planning * Staffing * Directing * Controlling Leadership is just one important component of the directing function. A manager cannot just be a leader; he also needs formal authority to be effective. In some circumstances, leadership is not required. For example, self-motivated groups may not require a single leader and may find leaders dominating. The fact that a leader is not always required p... ...f management style involves empowerment. In this management style individuals and teams are given responsibilities and decisions to make, usually within a given framework. If anything wrong happens then the individuals and teams are then held responsible for the decisions that are chosen. With this type of management style it allows the manager to feel comfortable with other people in the organization making some of the decisions. Democratic managers will often want feed back from their employees on decisions being made. Democratic leaders listen and act on the opinions of the group. This type of management is good as it makes the employees happy and productivity is high. This is very good because employee's thoughts and suggestions are listened to by the business. This makes the employees seem as if they are respected and that their thoughts are valid.

Frost and Farley’s “The Road/Lover Not Taken” Essay

One of the most renowned American poets of his century, and of our generation still, Robert Frost – evident in his perhaps most widely recognized poem, â€Å"The Road Not Taken† (1915) – is able to effectively relate the inherent and quintessential condundrum existent in humanity which plagues the greater part of every human being’s existence. Conversely, the poet Blanche Farley, in a similar poem entitled â€Å"The Lover Not Taken† (1984) is able to afford readers more than a brief glimpse, and perhaps, reflection, of the inner workings of the human psyche, and its complexities; however much verging on a lampoon or parody of Frost’s work it may appear to be. Both writers are able to convey an aspect of humanity through their poetry. Apart from the glaring similarity which exists in the title of Frost and Farley’s poem, â€Å"The Road†¦ † and â€Å"The Lover†¦ † share another familiar element. Both are fraught with the inherent human agony and reality of choice. The need to choose between two roads to tread by, or lovers to take for one’s own; and the possibility of being at an advantage or disadvantage for choosing or dismissing a lover or proverbial road over the other is explicitly voiced in both poems. Both Frost and Farley are able to communicate the exquisite agony which is necessarily attached to the act of choosing, and perhaps even mourning the fact that one doesn’t have the capacity to venture and experience both undertaking. Frost’s â€Å"The Road Not Taken† begins with the famous lines affirming the previously mentioned sentiment when he pronounces, â€Å"Two roads diverged in a yellow wood, / And sorry I could not travel both†¦ † (1-2). In case readers were unable to exact this particular ideology from the title yet, the aforementioned quoted lines are able to firmly establish and affirm it. The extent of Robert Frost’s poem proceeds to relate how he chose one road over the other, one that appeared less than pleasant, but that which he proceeded to tread along in nonetheless. And despite already treading along in it, Frost briefly thought of returning and walking the other road instead, but he resolves to continue on the road he’s chosen, pronouncing, â€Å"Yet knowing how way leads to way, / I doubted if I should ever come back. † (14-15). The poem aptly culminates under a tiresome, but hopeful and optimistic note in which the poet looks back on the journey he’s taken, and relates: â€Å"I shall be telling this with a sigh / Somewhere ages and ages hence: / Two roads diverged in a wood, and I– / I took the ones less traveled by, / And that has made all the difference. † (16-20). The proverbial road and journey which the poet took, and which every man and woman, at one point or another, is inevitably bound to undertake is highlighted in the poem. Frost stresses the weight or impact that every individual’s choice contributes in the shaping of his or her life. The concluding line in the poem speaks to readers on a visceral level because it encompasses an inherent and significant aspect of every individual’s humanity. In â€Å"The Lover Not Taken,† Blanche Farley addresses this similar aspect of humanity – the perennial agony associated with choice – albeit rooted in parody, and perhaps even comedy. Farley relates the age-old torment of being torn between lovers, playfully relating, at times subtly, and sometimes crudely, in a fashion almost identical to Frost’s previous poem, â€Å"Committed to one, she wanted both / And, mulling it over, long she stood†¦ This new guy, smooth as a yellow wood / Really turned her on. † (1-2, 5-6) Farley proceeds to relate what she finds attractive in both men, almost in a manner which appears achingly juvenile, but the poet redeems herself with traces of wit and humor which â€Å"The Lover Not Taken† is not without. The narrator troubles herself with a view of the consequences and ramifications that could possibly ensue if she was to pick one lover over the other; but like Frost, the narrator is able to arrive at a firm decision. Farley concludes the protagonist’s particular condundrum in comedic triumphance by expressing, â€Å"With that in mind, she took the fast way home, / The road by the pond, and phone the blond. † (21-22) Blanche Farley’s â€Å"The Lover Not Taken† may be different compared to Robert Frost’s classic â€Å"The Road Not Taken† in terms of the gravity of choices being discussed, but it nonetheless presents readers a reality which applies in the extent of human existence. It affirms the idea that the perennial agony which exists alongside mankind’s inherent need to choose is very much present, be it in something as arcane and immensely significant as the journey every individual is supposed to undertake which will alter their entire being, to something as seemingly banal, trite and even juvenile as ambivalent love. Ultimately,â€Å"The Road Not Taken† and â€Å"The Lover Not Taken, are both able to evoke the agony which lies in choices, however disparate the weight of the concerns addressed in each poem may be, and in essence, both are able to reflect humanity. Works Cited â€Å"The Road Not Taken. † Anthology Of Poetry. 27 February 2008. â€Å"The Lover Not Taken. † Anthology Of Poetry. 27 February 2008.

A Survey Of Techniques Of Software Repository - 1342 Words

A Survey of Techniques in Software Repository Mining Naveen Sahu Indian Institute of Technology Guwahati Abstract Software Repositories are used to record the history of the les in the project, info about what was modied, by whom and when, the extent of the modi- cation etc. Mining of the data in the repositories can give ideas about the development process of the systems. For example, whether development doc- umentation is synchronous with the implementation, what is the bug resolve rate, are the features requested implemented, information about project s evolution, collaboration b/w the developers, their contributions, milestones in the development of the project, idea of the design of the software, nd the dependencies b/w the parts†¦show more content†¦This paper sheds some light on the current approaches and recent developments in the mining of software repositories. The topics include  Clone Detection 1  Frequent pattern mining  Classication with supervised learning  Information retrieval methods 1 Clone Detection When the software are created, many times the codes are simply copy-pasted, with small changes. This is called cloning. Investigating these copy-pasted sections of source codes is called Clone Detection. It was discovered that about 10-15% of the code in a software system was copy-pasted[1] For refac- toring, or at least noting. Clone detection techniques try to nd cloned codes. Techniques for detecting clones may include programming language speci c parsing to simple text based analysis. Parsing code technique have an advantage as they are semantically aware which allows them to detect similarities between the structures of dierent code segments where the dif- ference between naming of variables and parameters is too much. The latter, on the other hand, can be used over a broad variety of material as they aren t language specic. NiCad[2], a clone detector tool, uses hybrid clone detection method, com- bining features of both language sensitive parsing and text based analysis. It works in three stages Parsing, Normalization and comparison. The rst stage involves parsing the input source to extract all fragments of a given granularity, such as