A Brief Note On Legislative Branch And Executive Branch

Hi, my name is Legislative Branch. I was born in 1787, when my founders needed to make a set of rules to govern the nation. My founders wanted to protect the citizens, and prevent government abuse. They figured out a solution, divided up the government, and wrote the Constitution. That’s how I have two siblings, Judicial Branch and Executive Branch. There needed to be a plan to divide the power. My aunt Virginia had a plan. The plan was to divide the legislature into two houses. In one house the people would elect the members for a three year term. The second house would be made up of older members chosen by the state legislature for a seven year term. With both of these houses, the population would depend on the seating. A little bit†¦show more content†¦Then, there is my house, The Senate. This house in my favorite. In this house there are two members from all fifty states, so there are one hundred members. The members are chosen by state legislatures, and have six- year terms. The Vice President plays the role of President in the Senate when there is a tie while voting. The main powers this house has it to accept President’s appointments, and ratify treaties. There were some very important people in my houses. Such as, Richard Bassett. Richard served in the military during the Revolutionary War, and succeed as a lawyer and planter. Richard attended the Constitution, but had no contact with anything. Eventually Richard, the good man he was, hopped into the Senate house. He voted for the power of the President to be able to remove governmental officers, and voted against the federal belief of state debt. Bassett held the chief justiceship of the courts of common pleas. Eventually he became the governor of Delaware, and retired. There was another great man, but in the House of Representatives. His name is Jonathan Dayton. Dayton served in the military, and spent most of his time on legal speculation, and politics. He was chosen as a member to be at the Constitutional Convention. After the Convention, Dayton became a Federalist legislator. Jonathan became the Speaker of the House, in both, the Fourth and Fifth Congress. During his time hereShow MoreRelatedSeperation of Power and Checks and Balances Essay1271 Words   |  6 Pagesperspective of how to approve a bill and what to do for approval. Most of all the all bills are looked at on a subjective form, thus meaning that whoever creates the bill, approves it and or veto’s it, is all on a someone’s opinion. To give you a short brief idea of how a bill is processed it must first have reason to be created. Then after long process and rewriting the bill finds itself in front of both houses where it must have both houses give a majority vote. Last but not least for a bill to becomeRead MoreTj Maxxs Roots Come From The Tjx Companies1556 Words   |  7 Pagesas T.K. MAXX or WINNERS but with the same concept. Continuing with the expansion, T.K. 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Auxiliary Verbs for Past Tenses Grammar for ESL

In English, tenses are formed by conjugating an auxiliary verb plus a standard form of the principal verb. Depending upon the tense, the principal verb may be in the base form, the present participle, or the past participle form.   Where does he live? - live base formShe is preparing dinner at the moment. - preparing present participle (i.e. ing form)Theyve sung that song a number of times. - sung past participle Principal verbs remain in the same form for each subject. However, auxiliary verbs may change. She wasnt listening to music when I arrived.They werent listening to what he said.   In this case, there is a difference in the helping verb was/were in the two sentences. However, listening, or the present participle, remains the same.   It is import to focus on the variations in the auxiliary verb to properly use English tenses.  This article provides a quick review of the basic tenses used in English to speak about the past moment in time and events or states which have happened up to a past moment in time. Construction S (subject)Aux (auxiliary verb)O (objects)? (question word, i.e., who, what when, etc.) In general, using the following patterns to construct sentences in active sentences: Positive: S Verb ONegative:S Aux Verb OQuestion:(?) Aux S Verb (O) Past Simple Use the past simple when an action is done at a specific point in time in the past. All subjects take the auxiliary verb did. Remember that the auxiliary verb is dropped in positive sentences when using the past simple.   She moved to New York last month.They didnt want to buy a new television last week.Where did you go on vacation last year? Past Continuous Use the past continuous for something that was  happening at a precise moment in the past. This form is often used to express an interrupted action in progress. Use the auxiliary verbs was/were depending upon the subject. Auxiliary verbs are required  in questions, positive, and negative statements. I was working on the project when you telephoned.What were you doing when she arrived?They werent watching the film when you arrived. Past Perfect Use the past perfect for an action that finishes before another action in the past. We often use the past perfect when is giving reasons for a decision made in the past. Use the auxiliary verb had with all subjects. The auxiliary verb had is used in positive and negative sentences, as well as in questions.   They had invested their money wisely before they bought the new house.She hadnt finished speaking when he rudely interrupted her.Had you checked all your accounts before you made the withdrawal? Past Perfect Continuous Use the past perfect continuous to express the duration of another activity up to another point in time in the past. This form is often used to stress impatience or importance of the length of time of the previous activity. In continuous forms, the verb be is used as the auxiliary. In perfect forms, have is used as the auxiliary. This combination requires the auxiliary string had been for all subjects.   We had been waiting for two hours when Jack finally arrived.They hadnt been working long when he telephoned.Had she been telephoning a long time before you arrived? Past Auxiliary Verbs Review Quiz Where ____ you go last weekend?Inge _____ finishing the report when I walked into the room.I _____ not _____ waiting for a long time when Dan finally arrived._____ you sleeping when I arrived last night?Jennifer _____ not considered that he might decide not to come.  Im afraid I _____ not understand your question. What _____ you say?They had _____ working on the problem for a long time before they solved it.  Jason _____ not want to make a comment during the conversation.What _____ he doing when you told him the news?_____ they prepared the dinner before you arrived? Answers: didwashad not beenwerehaddid / didbeendidwashad Continue reviewing auxiliary verbs in present and future tenses to make sure you understand auxiliary verb use in all the tenses in English.

Digging by Seamus Heaney Free Essays

Digging -by seamus Heaney The poet, Seamus Heaney uses simple words in his poem which is beautifully portrayed as well as easy to understand. The poem is basically about the poets respect and admiration of his father’s and grandfather’s hard work. The poem begins in the present tense form. We will write a custom essay sample on Digging by Seamus Heaney or any similar topic only for you Order Now The poet, Heaney, is in his room, writing while his father is digging. It can be assumed that the poet is near a window so that when he looks outside he can see his father digging. It is important to note that Heaney â€Å"looks down† at his father’s â€Å"straining rump†. Literally his position at the window is elevated but we also get the sense that Heaney somehow feels superior to manual work and that he does not like this feeling. The next stanza takes us back to previous years before his father’s retirement from farming: â€Å"Bends low, comes up twenty years away†. We move effortlessly and beautifully from the present day flowerbed to the previous years potato drills. The poet then begins to describe his father’s skills. The paradoxical â€Å"coarse boot nestled† shows the physicality and hardwork of digging alongside the love his father has for it. Heaney uses a two line stanza beginning with the exclamatory â€Å"By God† to take us further back to his grandfather’s digging skills. The exclamation and the conversational tone add a feeling of being with Heaney as he reminisces. Neatly Heaney has taken us back to his forefathers to show that working with the land has always been a tradition in the family. He has broken this chain by choosing to become a writer. The next stanza is a memory of visiting his grandfather as he cuts peat from the bog. The â€Å"bottle corked sloppily with paper† reflects Heaney’s clumsiness in practical matters but also a different use of paper to the one he is really skilled at. This is a family proud of their achievements which are measured by a spade and the ability to handle one: â€Å"My grandfather could cut more turf in a day than any other man on Toner’s bog†. The penultimate stanza reveals the difficulties created by Heaney’s wish to write. The â€Å"curt cuts through living roots† are not only the sharp edge of the spade cutting through living turf. They are the sharp words spoken as Heaney cuts his ties with his family’s traditional means of earning a living. And so we return to the beginning lines of the poem with the significant change from â€Å"as snug as a gun† to â€Å"I’ll dig with it†. Heaney recognizes that his skill with a pen is comparable to that of his forefathers with a spade. He also realizes that he can continue the love for skilled work with the land through his writing. Just as his grandfather was â€Å"digging down and down for the good turf† so will Heaney dig down and down for the good stuff that makes his poetry so exquisite. How to cite Digging by Seamus Heaney, Essay examples

System Thinking Stakeholders and External Influences

Question: Discuss about theSystem Thinking forStakeholders and External Influences. Answer: Introduction System thinking is the use of different techniques to study systems of various kinds. Examples of system thinking include living systems that interact with different levels. In organization, systems may involve inputs, processing, outputs, feedback, objectives, stakeholders, and external influences that operate together to make organizational healthy (Ackoff, 2015). Additionally, system thinking could be regarded as the management discipline, which concerns the understanding of the system by examining of the linkages and the interaction between the various components that could interact with the characterized system (Haines, 2016). The framework intuition can be connected in the zone of the examination and has been utilized as a part of the investigation of restorative, natural, financial, and the instructive frameworks. In regards to the system thinking, the system behavior has resulted from the impacts of the reinforcement as well as the balancing processes (Cundill, Cumming, Biggs Fabricius, 2012). The reinforcing process usually leads to the increase of some component of the system. In case reinforcement is not checked by the balancing process, it could lead to the collapse. The balancing system is responsible for maintaining equilibrium in a particular system. System thinking is significant because it helps us to design smart, and formulate solutions to the problems (Haines, 2016). Moreover, it gives an individual a more accurate picture of the reality. Thus one can work with a natural framework powers keeping in mind the end goal to accomplish the outcomes that are desired. Characteristics of System Thinking and How it Relate to organization Various characteristics are associated with the system thinking these are one of the components each system has a reason inside a bigger system. For instance, the Research and development department in an organization is to create new products and the various components of the body. Furthermore, all the system part ought to be available for the system to do its capacity ideally. For example, the R D department in the organization need to comprise of people, gear and besides forms (Loosemore Cheung, 2015). On the off chance that any of these segment are evacuated, the system could not work anymore. Subsequently, system intuition is critical in the organization in that it holds all the part of the team together with the goal that they could work ideally. An illustration, if one is to revamp the reporting relationship of the division in an organization so that the leader of the new item advancement answered to another department they would be issue conveying the planned reason. Finall y, on the characteristics is that the system change in light of the input (Loosemore Cheung, 2015). Criticism ordinarily assumes a unique part in the system considering. Input alludes to the data which comes back to the first transmitter with the end goal that it impacts on the transmitter following activities. Major Components of Learning Organization and how they Relate to System Thinking Learning organization entails a group of individuals who are working together to enhancing their capabilities to create a result, which they care about. Learning organization has different segment these are: Personality Mastery: This involves the dedication of a person to the process of learning. There is high ground for the affiliation whose workforce could learn more quickly than the labor force for other organization. Individual learning is typically increased through staff planning, progression and constant self-change (Langstrand, 2016). Regardless, learning cannot be obliged upon to a person who is not receptive to learning. It is thus, significant to develop a culture where personal mastery is practiced on the daily basis (Midgley Ochoa-Arias, 2012). Learning organization has been portrayed as the sum of individual learning, yet there should be the development of the mechanism where personal knowledge could be transferred to the learning of the organization. Mental models: it is the assumptions held by every individual as well as the organization. To wind up a learning organization, these models should be tried. People tend to maintain theories, which are what they hope to take after, and hypotheses in the usage that are what they truly do (Midgley Ochoa-Arias, 2012). Moreover, the organization tends to have memories that spare distinctive practices models and also values. In the creation of the learning environment, it is basic to supplant savage attitudes with an open culture. It is imperative to create systems for situating and also surveying organization speculations of activities. Shared vision: The change of the shared vision is enormous towards moving the staff to learn since it creates a collective identity that gives focus and imperativeness for the learning (Langstrand, 2016). The most strong vision for the building of personal vision for the employees at every level in the organization is through the creation of a vision that is hindered by all the traditional structures where the vision of the company is imposed. Team learning: The social event of individual learning constitutes to the team learning. The benefit of a team is that the employees tend to build up more quickly. Moreover, problem-solving capacity in the organization is more upgraded through better access to the data and the expertise (Haines, 2016). The learning organization typically have structures, which empowers the team learning with the qualities, for instance, the point of confinement crossing point and openness. The learning team requires the members to participate in the exchange of the ideas and knowledge. The team ought to create extensive correspondence, shared significance, and shared comprehension. System thinking: It involves the possibility of the learning organization to create a body of work. It is an applied structure which permits the people to examine businesses as restricted objects. The learning method uses this procedure for a hypothesis as a piece of looking over their organization and has information framework that measures on the execution of the firm general and the different fragments (Stephens, 2013). The system thinking highlights that all the trademark should be clear instantly in an organization with the goal for it to learn association. On the off chance that a portion of the elements is lost, there would be a shortage in its objectives. How System Thinking could Impact on the Capabilities of the Workforce System thinking offers an individuals approach to dealing with perplexing and tireless issues all the more viably. Trough moving of duties the managers and the pioneer can tackle troublesome issues alone to taking advantage of the knowledge and the encounters of the whole group. It has significance in the building teams to practice over the utilitarian limits which utilize system thinking as the essential aspect of important especially in the discussion around new difficulties (Ison Shelley, 2016). System thinking achieve authoritative objectives through participation among the staff. To enhance the organization ability the system thinking makes on the suitable motivations and atmosphere for the collaboration and team issues unraveling (Ackoff, 2015). The system thinking energizes organization individuals not just to have the capacity to comprehend the individual part in the system, but also to understanding of the roles and the functions of the other systems. Learning Organization Versus the Traditional Organization The traditional organization controls on the organizational design but on the learning organization the control is co-designed by those who work in it. The learning organization prepares individuals to be leaders first. Eventually, every individual in the group will learn to work in the team and improve on it, as well to work for it to sustain. The traditional organization does not focus on the preparing on the individuals as leaders. People tend to learn on their own (Ison Shelley, 2016). Another characteristic of the traditional organization they function on the practices of management that are objectives whereas in the learning organization their practices are strategic, responsible as well as the use of intuitive leadership. Lastly, the traditional organization has structures that have multiple levels whereas in the learning organization they have cross-functions this is where there is information access and clarity roles defined. References Ackoff, R. (2015). Re-creating the Corporation. Cundill, G., Cumming, G. S., Biggs, D., Fabricius, C. (2012). Soft systems thinking and social learning for adaptive management. Conservation Biology, 26(1), 13-20. Haines, S. (2016). The systems thinking approach to strategic planning and management. CRC Press. Ison, R., Shelley, M. (2016). Governing in the Anthropocene: Contributions from Systems Thinking in Practice?. Systems Research and Behavioral Science, 33(5), 589-594. Langstrand, J. (2016). The missing link in systems thinking: the impact of infrastructure on organizational change. International Journal of Quality and Service Sciences, 8(2). Loosemore, M., Cheung, E. (2015). Implementing systems thinking to manage risk in public private partnership projects. International Journal of Project Management, 33(6), 1325- 1334. Midgley, G., Ochoa-Arias, A. (Eds.). (2012). Community operational research: OR and systems thinking for community development. Springer Science Business Media. Stephens, A. (2013). Ecofeminism and systems thinking (Vol. 36). Routledge.