8 Classic Storm Poems

Poets love stormy weather. The powers of the natural world revealed in a tempest can be shocking, terrifying and destructive, but they are also awe-inspiring, exhilarating, and metaphorically rich—a perfect source of poetic inspiration. Here we’ve selected a few classic poems describing or inspired by storms. Attune yourself to the natural havoc outdoors by reading them while you’re safely sheltering inside from a storm, perhaps, or declaim them to the sky outside after the storm has passed. William Shakespeare, Storm speech on the heath from King Lear (1623)William Cullen Bryant, â€Å"The Hurricane† (1854)Walt Whitman, â€Å"Proud Music of the Storm† (from Leaves of Grass, 1900 edition)Algernon Charles Swinburne, â€Å"A Channel Passage† (1904)Amy Lowell, â€Å"Storm-Racked† (1914)Robert Frost, â€Å"A Line-Storm Song† (1915)Siegfried Sassoon, â€Å"Storm and Sunlight† (1918)Jean Toomer, â€Å"Storm Ending† (1922)

Corporate Social Responsibility a Value Adding Business...

CSR Corporate Social Responsibility: A Value Adding Business Function Prepared by: Randeep Moore Student ID: 301064174 BUS 421: Kim Trottier Abstract This paper examines the similarities and findings of three academic papers related to Corporate Social Responsibility (CSR) in accounting. Assumptions are made regarding the importance of CSR to the success of businesses. By looking at three different pieces of literature from the accounting field, there is strong evidence that suggests CSR can be considered an important business function that contributes to profitability. Furthermore, branches of CSR such as Social and Environmental Accounting (SEA) and Greenhouse Gas (GHG) emissions disclosure play important roles in†¦show more content†¦110). Increasing amounts of social accounting is leading to concepts like CSR and SEA becoming an integral part of the profitability of a business. With this increase, Brown and Fraser (2006) indicate that these initiatives can be viewed as ideological weapons, but corporations are also susceptible to â€Å"the corporate strategy of weakening national and international environmental agr eements while promoting voluntary measures† (Brown and Fraser, 2006, p. 111). This is known as deep greenwash, and those who follow this strategy are doing so strictly for business reasons. The goal is to attain some type of benefits that are only available through social accounting. Based on the three approaches, it is evident that CSR is a critical factor for businesses to consider if profitability is desired. Griffin et al (2010) tracked 1400 instances of firms that filed formal notices with the US Securities and Exchange Commission and issued press releases around events that could impact climate change. In the stock price analysis, the authors found â€Å"that greenhouse gas emission levels associate negatively with stock price, and that the negative relation between emissions and price is more pronounced for carbon-intensive companies† (Griffin et al, 2010, p. 36). Griffin et al (2010) also found that markets responded almost immediately as such events were repor ted with stock values adjusting on the sameShow MoreRelatedA New Strategy for Kodak Essay1675 Words   |  7 Pagesoperational, financial, human resource aspects of the business. Next, argue that each of the established objectives is essential to the success of the company within the Cloud service industry. Kodak is one of the many companies that has succumbed to a disruptive technology some call the digital divide. They recently came out of chapter 11 bankruptcy, which allowed them to restructure the organization. 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Background Information On Higher Education â€Myassignmenrhelp.Com

Question: Discuss About The Background Information On Higher Education? Answer: Introducation Higher education can be termed as the additional and voluntary final stage of education that is practiced by most of the countries and learners in the entire world. This stage is termed as the final stage of the formal education since it comes immediately after the secondary level of education. Its also termed as the third level of education in some of the world areas. Commonly, higher education is carried out and delivered in universities, upgraded vocational training centers, seminaries halls, college institutions and institute of technology. In most of the countries in the world, higher education is termed and considered as a right to everyone and therefore, its mentioned in several international human rights documentaries. (Burke, 2012)However, the way each country carries out the activities, the process, the qualification, the support and later the quality of education in the countries highly differs. In this essay, the discussion will be comparing and contrasting the higher edu cation system for two large countries that are England and Australia in terms of higher education and more specific I will elaborate on the funding and quality of the education in these two nations. Specific information about higher learning in both England and Australia Australia and England have attempted to enhance provision and access to advanced education for communally impeded groups. A few administrations confronted with comparative matters cut off or qualification limits to advanced education foundations from various districts or diverse social and cultural groups. Others have lawfully implemented projects of governmental policy regarding minorities in society to guarantee reasonable or adjusted admissions to advanced education establishments. Late England and Australian governments have adopted an alternate strategy. Leaving choices about confirmations generally to private colleges, they have utilized a mix of admonishment, KPIs and subsidizing impetuses to urge colleges to take a more extensive scope of understudies, and in addition different empowering and outreach activities and money related help bundles to energize more applications from beforehand rejected groups. However, these two countries cannot be ranked equally in terms of the qu ality and the funding of the higher education they deliver to their people. (Norton, 2013) Australia has been providing better funding facilities on the higher learning sector than England and consequently, this has resulted in the nation also has a better and quality education. Comparison of higher learning in England and Australia In terms of quality Tracing these two countries from the period after Second World War, the state of the economy and the meritocratic beliefs that rose due the effects of the war made these two countries invest and encourage more of its citizens to engage in the higher learning as a way of restoration of economic power. England took this as a serious step and encouraged its working class members to further their studies by joining the higher learning institutions. The aim of this was to ensure that the government balanced all groups of people in the society and ensure every class of people could access the higher education. This was the first step that the nation took concerning the higher learning. On the other side, very small number of people or rather citizens considered this important and thus few working class contributed to this. This was the how the gap between the two started widening in terms of the quality since England could build on the challenges experienced to better the quality of the ed ucation than Australia could. Moreover, England scholastics have looked to assess New Work's execution by bearing in mind the degree to which measurable disparity and subjective imbalance were diminished amid its time of office. In wide terms, the first comes the measure of broadening investment; the addition of reasonable get to or rather fair access. The quality of the higher education in England has greatly improved after the leaders decided to change the method they used to measure performance and participation too. These new employed techniques in England can be the reason behind the high-quality education since it steered the need for better quality education and also the role of education in the development of high skill work force and promotion of social justice too. Australian methodology did not largely contribute to the quality of the education since it was more market oriented Moreover, the higher learning policies in England are aimed at getting student fit for the subject they can perform best. This works out by the provision of different universities offering different subjects at different qualification or cut off. This means that if one needs to join a higher learning institution, they must consider what they do best, the qualifications then the institution that can offer that comfortably. In terms of funding As discussed above, Australia is more market oriented than England considering the methodology they employ. Australia employs a technique that aimed at lowering the fee rates for higher learning education while England was concentrating on the instruments that would make their student better than any other. Australia considers funding a very important factor of its countrys higher education system. (Barr.N., 2004)This is not to mean that England does not fund or neglects to fund this level of education, it only happens that Australian government has employed mechanisms that are more of funding the learners and provision of the learning facilities too. The Australian government uses a body they call HELP to offer loans to the students to help them cater for the higher learning education costs at lower rates. (Armstrong, 2011)The Australian government has also employed a system whereby each student (postgraduate, undergraduate and part-time) has a mindset that the government is taking a certain percentage of their course cost and this, therefore, leave them confidently aware that they are funded and also know which percentage is left on them. This is not the case in England since England gives more weight on the post graduate and part time students. In addition to that, unlike in England where postgraduate understudies and 66% of low maintenance understudies can't get a credit that assists them in terms of their costs and expenses, Expense HELP in Australia guarantees that for all intents and purposes all understudies can get to a charge advance that is reimbursed after graduation. What's more, it shows signs of improvement. Given the moderately low level of advance endowment, they can offer a lifetime credit designation (around $100,000) giving everybody most extreme adaptability and decision to empower them to up-expertise and re-prepare in the help of an assorted and quickly developing occupation showcase. Given the gigantic cost of non-reimbursement of understudy advances in Britain, we are just ready to offer expense credits to first-time college understudies one hit and you're finished. Moreover, the Australian framework has employed or considered better to use a lower level of non-reimbursement of understudy credits. The open endowment of loan advances as low as only 25% in Australia (and percentage incorporates a loan fee sponsorship nearby non-reimbursement) which is similar to the UK's 45%. The Australian postgraduate and undergraduate system that they use for funding has a high procuring edge for repayment (like English system ) and a vibrant, pay unforeseen repayment configuration (like England ) yet once the graduate crosses the picking up confine the monthly repayments are higher. In Australia, higher repayments lead to shorter repayment period; just 8.4 years all things considered diverged from over 26 years for England graduates. This fundamentally influences the lowering of the rate of non-repayment down in the Australian structure. It, in the same manner, ensures that most by a long shot that before attaining the age of 30, they pay off their continuing studies since its this age when most want to invest and start up families (Aston, 2010) Conclusion Considering the above discussion from the existing facts, we can conclude that both of these nations are trying very much to compete. Therefore each of the countries considers is using its own technique and system to achieve but the truth is that in terms of funding, Australia has used the best methodology which is encouraging anyone who has the qualification and not the overall ability to access the education at the cheapest cost. (Aston, 2010) England, on the other hand, is struggling to get only those with qualifications and ability to join higher learning institution. Thereby I can conclude that Australia can offer better and quality education than England that accommodates everyone. Recommendations England should consider redesigning its funding systems to accommodate everyone and not the postgraduates to be considered first. England although balances both the private sector and public sector loaning, they should make the public aware of this. (Barr, 2008) Australia government should work on considering the qualification before intake. References Armstrong. (2011). financing higher education and economic development in East Asia. issues and overview; the economics of higher education and its financing arrangements, 1-4. Aston. (2010). the impact of fees, a review of the evidence. London: University Alliance. Aston, S. (2010). the impact of fees, a review of the evidence. In the impact of fees, a review of the evidence (p. 23). London University Alliance. Barr, N. (2001). The welfare state as a piggy bank. Oxford: Oxford University Press. Burke, P.J.Kuo, Y-C.(2015).WideningParticipationinHigherEducation:Policy Regimes and Globalizing Discourses, in Huisman, J., de Boer, H., Dill, D. Souto-Otero, M. (Eds.) The Palgrave International Handbook of Higher Education Policy and Governance (pp. 547-568). Basingstoke: Palgrave Macmillan Barr, N. (2008). what lesson? The Australian Economic Review, 23-30. Barr, N. (2004). The economics of the welfare state (Fourth Edition ed.). Oxford: Oxford University Press Barr.N. (2004). higher education funding. Oxford review of economic policy, 264-282. Burke, P. (2012). The right to higher education. Beyond widening participation, 34. Norton, A. (2013). Mapping Australian higher education. Melbourne: The Grattan Institute.

Who Built The Great Pyramid Giza Essays - Giza Plateau,

Who Built the Great Pyramid Giza Who Built the Great Pyramid Giza It's the oldest and the only surviving of the Seven Wonders of the World. It is the Great Pyramid of Giza. It doesn't need any speculations in reference to the appearance, size, or shape. It is located in the city of Giza, a necropolis of ancient Memphis, and today it is part of Cairo, Egypt. The Great Pyramid of Giza is believed to have been built over a 20 year period. First, the site was prepared, then large blocks of stone were transported and placed. An outer casing was used to smooth the surface. This outer casing disappeared over the years. It is still not known how the blocks were placed, but there are many theories. One theory is that the construction of a straight or spiral ramp that was raised as construction proceeded. The ramp, coated with mud and water, eased the displacement of blocks. The blocks were pushed or pulled into place. Another theory says that blocks may have been placed using long levers with a short angled foot. All through history, the pyramids of Giza have motivated the human imagination. Pyramids were referred to as "The Granaries of Joseph" and "The Mountains of Pharaoh." Today, the Great Pyramid is enclosed, along with other pyramids and the Sphinx, in this region of the Giza Plateau. When the Great Pyramid was built it was 481 ft (145.75 m) high, over the years it has lost about 30 ft (10 m) off the top. It was the tallest structure on Earth for over 43 centuries, it was surpassed in the 19th Century A.D. It was covered with a casing of stones to smooth the surface. Some of the casing can still be seen near the top of Khefre's pyramid. The sloping angle of the sides is 54 degrees, 54 minutes, 0 seconds. Each side is carefully oriented with one of the cardinal points on the compass (N, E, S, W). The horizontal cross section is square at any level, each side is 751 ft (229 m) in length. The maximum error between side lengths is amazingly less than 0.1%. This structure consists of about 2 million blocks of stone, each one of the stones weighs more than two tons. It's been said that there are enough blocks in the three pyramids to build a 10 ft (3 m) high, 1 ft (0.3 m) thick wall around France. The area capped by the Great Pyramid could hold St. Peter's in Rome, the cathedrals of Florence, Milan, Westminster and St. Paul's in London combined. The entrance to the pyramid is on the north face. There are a lot of corridors, galleries, and escape shafts that either lead to the King's burial chamber, or were meant to serve other purposes. At the heart of the pyramid is where the King's chamber is located. Every single one of the interior stones fit so well, a card won't even fit between them. The sarcophagus is also oriented to the compass directions, and is only 1 cm smaller in dimensions than the chamber entrance. It may have been introduced as the structure progressed. There are new theories concerning the origin and purpose of the Pyramids of Giza. The many different theories have to do with astronomic observatories, places of cult worship, geometric structures constructed by a long gone civilization, and extraterrestrial related theories. There is little evidence that supports the extraterrestrial theories. According to most people the pyramids were built by great armies of slaves, by ancient pharaohs of Egypt to preserve their bodies. They were meant to be monuments to the pharaoh's greatness, filled with treasures for the afterlife. In order to construct such a massive structure, the pharaohs copied the Great Pyramid. The Great Pyramid doesn't contain a pharaohs body, treasure chamber, and no treasures itself. So who built this wonderful structure? The Great Pyramid is thirty times larger than the Empire State Building, the features are so large they can be seen from the moon. The base covers 13.6 acres, which is equal to seven midtown Manhattan city blocks. Each side of the pyramid is greater than five acres in area. A highway lane that is eight feet wide and four inches thick could be built from San Francisco to New York and put inside the Great Pyramid. Only a solid stone mountain could hold the Pyramid's massive weight, and there just happens to be a flat solid granite mountain just beneath the surface of the ground directly under the pyramid. The pyramid is located at the exact center of the Earth's land mass. That means