Oxfam Term Paper Example | Topics and Well Written Essays - 2250 words

Oxfam - Term Paper Example This paper will seek to explore the mission, role, and impact of Oxfam as an international NGO while also providing an overall critique of the organization. Oxfam as an organization was founded in 1942 in Britain. The organization was originally named as the Oxford Committee for Famine Relief at its inception. At its beginning, the group tasked itself with campaigns to send food supplies to starving children and women through an allied naval blockade in enemy occupied Greece during the 2nd world war (Brand 32). In 1995, the organization underwent a transformation to become known as Oxfam International. Oxfam International represented a group of independent NGO’s that came together to work for a greater impact on the global stage to reduce injustice and poverty. Presently, there are 17 member organizations that form the Oxfam international confederation. These member organizations are based in the United States, Belgium, Australia, France, Canada, Germany, the Netherlands, Grea t Britain, Mexico, Hong Kong, Japan, Italy, Ireland, India, Spain, New Zealand and Quebec. The organization’s secretariat is based in Oxford, United Kingdom (Oxfam). The organization also runs advocacy offices in Washington DC, New York, Brasilia, Geneva, and Brussels. The mission of Oxfam International is to work with many various local partner organizations as well as people living in poverty who strive towards exercising their human rights, asserting their dignity as full citizens and taking control of their lives.

Reward Managment Essay Example | Topics and Well Written Essays - 3000 words

Reward Managment - Essay Example In case these requirements are satisfied, the company will be considered for tender negotiations that will be held after five years. The report considers the council expectations as the immediate business goals to be met and looks at means to drive the organization to achieve the goals. The company will need to re-look the processes and increase the focus on teamwork. The issues that are likely to hinder the ability of the company to gear up to these requirements lie in the tall hierarchical structure that operates at the plant and the remuneration structure both of which are unsuited to team effort. In addition, the workforce is associated with UNISON, a union with a large membership that has the capability to affect the ‘no service disruption’ expectation of the council in case of a conflict. The report further recommends ways to manage the changed method of working to reach the business goals. The report explores the various incentive schemes that may be considered an d chooses the appropriate options. It recommends a review of the existing pay structure and introduction of an incentive structure that recognizes team as well as individual output. Contents Executive summary 1 Introduction 3 Critical analysis and evaluation 5 Decision to rationalize operations 5 Remuneration structure 5 Organisation structure 5 Recommendations 6 Develop a reward strategy 6 Current pay structure 6 Incentives 7 Union and workforce perception management 8 Expected flashpoints with Unison 8 Bibliography 10 Introduction Refusenicks PLC is in the business of waste disposal and recycling that has a contract with Fellshore County Council. The Council has recently taken the decision to rationalize operations by shutting down 4 out of 6 waste disposal plants and selling the land for buildings and refurbishing two plants with sophisticated machinery. Refusenick must cater to the requirements of the council in order to be considered for tender negotiations to be held after 5 y ears. The requirements to be satisfied are: efficient disposal of waste appropriate management of environment and pollution no service disruption be a model employer These requirements lay the ground for arriving at business goals and consequently the design of business processes to reach them. The workforce that supports these requirements is headed by a Works Manager assisted by the Deputy Works Manager. They are in turn supported by two shift superintendents and deputy superintendents and 12 supervisors to oversee the work done by 75 operatives in a shift. The Works Manager also has a maintenance team that operates over the weekend. Waste processing was earlier conducted in 6 plants which is now curtailed to 2 with more automated processing. The earlier system operated on a 9-hour shift over a 5-day work week. The current system operates on three 8-hour shifts over a 5-day work week. The current financial remuneration components are: Base pay Unsocial hour allowance for the Works Manager and Deputy Works Manager Shift allowance from the level of Shift Superintendent and below Bonus is paid only at the level of the operative The salary ranges are below: Level Min Max Bonus Allowance Min Total p.a. Max Total p.a Works Manager 22512 24000 Â   1200 23712 25200 Deputy Works Manager 20295 21654 Â   1200 21495 22854 Shift Superintendent 17922 19656 Â   10% 19714.2 21621.6 Dy. Shift Superintendent 15675 17460 Â   10% 17242.5 19206 Supervisor 14363 15372 Â   10% 15799.3 16909.2 Operative 13550

Differences between Refugees and Migrants

Differences between Refugees and Migrants How do refugees differ from migrants? Is the distinction important? Why? In the current public frenzy and political debate, the terms ‘refugee’ and ‘migrant’ are perceived as synonymous and are used interchangeably by political leaders and journalists. People choose to travel across borders due to a variety of reasons and under different circumstances. While political instability due to ongoing civil wars in some countries forces people to leave their homes, others voluntarily choose to migrate to another country in search of better economic conditions. This distinction, although undermined, holds severe legal consequences that can have a dire impact on the people in question. According to the 1951 Refugee Convention, a refugee is someone who flees their home country, and is reluctant to return, due to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, (Castles, 222). Refugees are protected under international law, which includes the right to not be instantly deported to their home country and into harms way. On the other hand, a migrant is someone who makes a conscious decision to move to another country for economic reasons or for family reunions. Anyone who is not specifically fleeing war or personal prosecution is considered a migrant. The reason behind people’s decision to immigrate is one of the main differences between migrants and refugees; â€Å"while migrants may seek to escape harsh conditions of their own, like dire poverty, refugees escape conditions where they could face imprisonment, deprivation of basic rights, physical injury or worseâ₠¬  (Martinez). Creating a distinction between ‘migrants’ and ‘refugees’ is important since each has different implications for the host country. Under the regulations of the 1951 Refugee Convention, refugees cannot be refused asylum and sent back to their home countries where their lives would be in danger. Since refugees don’t have the option to return to their homelands, they are more likely to invest in the host country-specific trends and culture. This is done mainly through learning the native language, becoming naturalized citizens or by enrolling children into local schools. Since refugees flee from their countries due to political instability, they are unable to keep in contact with family members in their home countries, which makes it more likely for them to create social connections in the host country. â€Å"This line of reasoning suggests that refugee immigrants are more likely to assimilate into the earnings growth path of the native-born population,à ¢â‚¬  as well as the culture (Cortes). Economic migrants usually aim to simply earn money to improve their living standards and support their families. Since these migrants did not flee from their homes, they are able to maintain ties with their families in their home countries. The ability to maintain hereditary social connections prevents them from wanting to integrate into the local society. While the willingness of the refugees to assimilate into the society is very evident, their ability to do so might be questionable. More often than not, refugees stand as a starkly different section of the society and this hindrance in their ability could be subjected to their different social and cultural backgrounds. On the other hand, since the entry of migrants is more filtered, it could be easier for the government to ensure that these individuals are capable of integrating into the society. Many refugees who flee to the United Kingdom (UK) lack fluency in English, which is one of the main barriers to social integration. The UK government introduced English for speakers of other languages (Esol) classes, which provide refugees with eight hours of free English tuition in the initial year to help them overcome their language barriers. However, these classes have not weaved the results that were expected. This is primarily because refugees belonging to the same country are grouped together and as a result, someone who has never learned to read or write English ends up in the same class as someone with a University degree and intermediate knowledge of English. Conversely, migrants are required to have proficiency in English before applying for a UK visa, which essentially eradicates the language barriers for them, thus making it easier for them to be able to integrate into the British society. Since 2015, the European Refugee Crisis has induced a large-scale movement of refugees to the European Union (EU). Female women are often overlooked while devising policies to ensure proper integration of refugees into the host countries. While female refugees find it difficult to socially integrate into the society of the host country, female migrants find it harder to economically integrate into the host country’s labor force. According to a report published by the United Kingdom’s Survey on New Refugees (SNR), female refugees usually faired worse than male refugees in terms of literacy, health, housing and fluency in English. These drawbacks delay their integration into the British society by up to 21 months and marginalize them further. On the other hand, female migrants face challenges in the UK in terms of wage and job inequality. In 2018, employment figures published by public sector organizations in the UK reveal that â€Å"nine in 10 paid men more than women, with an overall gender pay gap of 14%† (Barr).   This pay gap is despite the fact that both male and female migrants are required to go through the same screening test, which deems them qualified to work in the UK in terms of literacy and fluency in English. These issues faced by migrant women prevent their climb up the social ladder. Thus, women belonging to both groups face recognizably different difficulties when they migrate to the UK and require different policies to target their specific needs.   Migrants that pour into a country often directly contribute to the labor force and easily assimilate into the society. Their skill sets often align with the needs of the economy and this not only lands them good jobs but also makes them independent. The picture might not be as rosy for refugees who are often ‘dependent’ on the government. In the UK, although, many of them are highly educated â€Å"(38% have a university education), unemployment is very high (82%) and of those who are unemployed, nearly all rely mainly on government support† (Betts). Those willing to work are limited to only serving at ‘low-end’ jobs due to lack of language skills and knowledge of the British labor market. Moreover, most of them â€Å"have been traumatized by war, and arrive in vulnerable conditions; these factors complicate their integration into local markets† (Rozo). Host countries are forced to invest their resources to fulfill the crucial task of reliev ing the suffering of the refugee community and ensuring their security by providing asylum and bearing the additional expenses of accommodation. In doing so, they divert manpower from the national developmental activities, thus pressurizing the local administration. However, migrants do not need special assistance from the host government to ensure their settlement and security. They contribute positively to â€Å"demographic trends, and – depending on their skills and willingness to work – improve the ratio of active workers to non-active persons (e.g. pensioners), whilst also contributing to innovation, entrepreneurship and GDP growth† (Karakas). The time gap between when the refugees are allowed to use welfare benefits and when their work actually begins to contribute to an economy’s productive potential is significant. On the other hand, one can see an immediate effect on the host economy’s output when migrants begin to work. Moreover, economic migrants tend to work at high-skilled jobs, in fact, migrants fill â€Å"one in five skilled British jobs† (Paton). While migrants occupy the higher level jobs in the labor market, refugees are confined to the lower strata of the labor market. Migrants earn more and contribute more in terms of taxes and utilize fewer welfare resources, whereas refugees pay lower taxes and utilize more social benefits. â€Å"Altogether, international forced migration may have drastically different implications than the integration of economic migrants through an established migration system in developed countries† (Rozo). Thus, the net economic impact of migrants is usually positive, while that of refugees is negative. These days, the definitions of the terms ‘refugee’ and ‘migrant’ are seen to converge to mean the same thing. This confusion may arise because the term ‘refugee’ has been defined by international law while there is no legal definition for the term â€Å"migrant† and so policymakers, media and the government do not pay attention to the difference in the denotations and connotations of the two varying groups of people in an economy. â€Å"Blurring the terms ‘refugees’ and ‘migrants’ takes attention away from the specific legal protections refugees require, such as protection from refoulement and from being penalized for crossing borders without authorization in order to seek safety† (UNHCR). Given the vagueness in definitions, the significance of seeking asylum within the two groups is also called into question. Particularly in today’s times with an increase in various refugee crises, public support f or refugees and the institution of asylum is becoming all the more necessary. While governments must ensure that the human rights of migrants, as well as refugees, are respected, the legal and operational response for refugees must be given more importance because of their higher comparative vulnerabilities. Refugees lack protection from their country of origin while migrants have a fallback in terms of national embassies that are willing to protect their rights in cases of possible infringements. While refugees are processed under the regulations of international law, migrants fall under the umbrella of domestic laws. Governments in the host countries can choose to deport the latter, while because refugees cannot be denied asylum, governments do not have the authority to send them back to their countries of origin. Having ratified the 1951 Refugee Convention, the UK is obliged to follow its protocols that define the responsibilities of nations that grant asylum to refugees. Due to this treaty, the recent decision of the UK to leave the EU will not have a major impact on the refugee movement. However, it will have a significant impact on migrants traveling to the UK. Brexit will allow the UK to modify its existing immigration laws and make them more stringent to make it exceedingly difficult for migrants to live in the UK. In this case, if the policymakers confuse a refugee as a migrant and deport them under the regulations of domestic law, they are in effect giving them a dea th sentence. Thus, the seemingly insignificant difference in the definitions of the two terms is, in fact, the difference between life and death for millions. â€Å"For this reason, United Nations High Commissioner on Refugees always refers to ‘refugees’ and ‘migrants’ separately, to maintain clarity about the causes and character of refugee movements and not to lose sight of the specific obligations owed to refugees under international law.† Understanding the difference between ‘refugees’ and ‘migrants’ essentially saves millions of lives by allowing people belonging to the two groups to be processed under suitable laws. Refugees and migrants follow different patterns of social integration into host nations. Lack of proficiency in the local language is one the main obstacles to the social integration of refugees. If the government blurs these two terms and formulates policies that don’t specifically address the individual needs of each of these groups, social integration of refugees will be extremely difficult, despite their unrelenting willingness to do so. Moreover, gender-specific policies are required to address the additional problems that are faced by female refugees and migrants. Despite their distinct initial needs, refugee women eventually face similar problems as migrant women do with economic integration. Economically, the situation for migrants is much better as compared to th at of refugees. Despite having high skill sets, refugees are unable to work at high paying jobs due to language barriers. As a result, they end up utilizing more benefits and contributing less to the economies of the host nations. Thus, refugees differ from migrants in terms of their impact on the host countries and this distinction is clearly important because it not only affects the lives of the two groups but also affects the host countries. WORKS CITED: Barr, Caelainn, et al. â€Å"Gender Pay Gap Figures Reveal Eight in 10 UK Firms Pay Men More.† The Guardian, Guardian News and Media, 4 Apr. 2018, www.theguardian.com/money/2018/apr/04/gender-pay-gap-figures-reveal-eight-in-10-uk-firms-pay-men-more. Betts, Alexander, et al. â€Å"Talent Displaced: The Economic Lives of Deloitte US.†Ã‚  Deloitte, University of Oxford, www2.deloitte.com/content/dam/Deloitte/global/Documents/About-Deloitte/talent-displaced-syrian-refugees-europe.pdf. Castles, Stephen, and Mark J. Miller. The Age of Migration: International Population Movements in the Modern World. 4th ed., Palgrave Macmillan, 2009. Cortes, Kalena E. â€Å"Are Refugees Different From Economic Migrants? .† The Review of Economics and Statistics, May 2004. Karakas, Cemal. Economic Challenges and Prospects of the Refugee Influx. European Parliamentary Research Service, Dec. 2015, www.europarl.europa.eu/RegData/etudes/BRIE/2015/572809/EPRS_BRI(2015)572809_EN.pdf Martinez, Michael. â€Å"Migrant vs. Refugee: Whats the Difference.† CNN, Cable News Network, 8 Sept. 2015, edition.cnn.com/2015/09/08/world/what-is-difference-migrants-refugees/index.html. Paton, Graeme. â€Å"Immigrants Fill One in Five Skilled British Jobs.† The Telegraph, Telegraph Media Group, 3 Nov. 2013, www.telegraph.co.uk/education/educationnews/10424148/Immigrants-fill-one-in-five-skilled-British-jobs.html. Rozo, Sandra V., et al. â€Å"Blessing or Burden? The Impact of Refugees on Businesses in Host Countries.† 16 Feb. 2018. UNHCR.  Ã¢â‚¬ËœRefugees’ and ‘Migrants’ Frequently Asked Questions. 15 Mar. 2016, www.unhcr.org/hk/wp-content/uploads/sites/13/2016/04/FAQ-ahout-Refugees-and-Migrants.pdf.pdf

Michael Jordan :: essays research papers

“Michael Jordan is the best ever. There shouldn’t be any question in anyone’s mind. There are no ifs, ands or buts about it. He broke the mold. There is no one remotely close to him, Nate Thurmond says. Look at all the finals, he always carried his team. He willed them to another title each year. His greatness was well shown off and off the court. He follows up by saying it’s his mental approach more so than his physical talent. He’s been on top so long and he still goes out and does it every night (Thurmond, 61).'; He was the best player in the league for years and everyone respected his talent.   Ã‚  Ã‚  Ã‚  Ã‚  “There’s no next Michael Jordan, says Magic Johnson. He continues saying, you can’t compare anyone to him, what he has done for the game can never be matched. Michael Jordan will always be Michael Jordan and no one better (Johnson, 61). He’s the greatest that ever played, in terms of doing things that Larry Bird and I never dreamed about.'; (62) Doug Collins says that, “Practice is what made him go. Every day he had this need to show who was the best. It’s like `I’m the best today and I’m going to show you and tomorrow I’m going to show you and the next day I’m going to show you again.’ That was how he competed. All the great geniuses of the world were like that. We’re talking about Einstein, Edison, and Roosevelt. These people came across something and worked to perfect it (Collins, 61).   Ã‚  Ã‚  Ã‚  Ã‚  “Michael Jordan is the most competitive human being I’ve ever met. I’ve met many CEO’s from fortune 500 companies. Michael is more competitive then all of them, David Faulk'; (Faulk, 62) He continues saying, “Michael Jordan would cheat to win, if he wasn’t winning, he would do anything to do so.';(63) Fread Lynch tells, “More than anything else, he was a sore loser. Just playing pick-up games, he’d get on his teammates all the time. He hasn’t changed that. What he always expected was everybody play the game as hard as he played it.'; (Lynch, 63)   Ã‚  Ã‚  Ã‚  Ã‚  Michael Jordan’s father once said, “I think Michael got so good because Larry (his older brother) used to beat him all the time. He always took losing hard. He only began beating Larry once he started really to grow. It was almost like as if he willed himself to grow. Michael Jordan :: essays research papers “Michael Jordan is the best ever. There shouldn’t be any question in anyone’s mind. There are no ifs, ands or buts about it. He broke the mold. There is no one remotely close to him, Nate Thurmond says. Look at all the finals, he always carried his team. He willed them to another title each year. His greatness was well shown off and off the court. He follows up by saying it’s his mental approach more so than his physical talent. He’s been on top so long and he still goes out and does it every night (Thurmond, 61).'; He was the best player in the league for years and everyone respected his talent.   Ã‚  Ã‚  Ã‚  Ã‚  “There’s no next Michael Jordan, says Magic Johnson. He continues saying, you can’t compare anyone to him, what he has done for the game can never be matched. Michael Jordan will always be Michael Jordan and no one better (Johnson, 61). He’s the greatest that ever played, in terms of doing things that Larry Bird and I never dreamed about.'; (62) Doug Collins says that, “Practice is what made him go. Every day he had this need to show who was the best. It’s like `I’m the best today and I’m going to show you and tomorrow I’m going to show you and the next day I’m going to show you again.’ That was how he competed. All the great geniuses of the world were like that. We’re talking about Einstein, Edison, and Roosevelt. These people came across something and worked to perfect it (Collins, 61).   Ã‚  Ã‚  Ã‚  Ã‚  “Michael Jordan is the most competitive human being I’ve ever met. I’ve met many CEO’s from fortune 500 companies. Michael is more competitive then all of them, David Faulk'; (Faulk, 62) He continues saying, “Michael Jordan would cheat to win, if he wasn’t winning, he would do anything to do so.';(63) Fread Lynch tells, “More than anything else, he was a sore loser. Just playing pick-up games, he’d get on his teammates all the time. He hasn’t changed that. What he always expected was everybody play the game as hard as he played it.'; (Lynch, 63)   Ã‚  Ã‚  Ã‚  Ã‚  Michael Jordan’s father once said, “I think Michael got so good because Larry (his older brother) used to beat him all the time. He always took losing hard. He only began beating Larry once he started really to grow. It was almost like as if he willed himself to grow.

Parents aren’t always right Essay

Parents aren’t always right, their intention is to elaborate children minds, and let them think they are always right, which they are not. since they are they the parent , they think they are right. No parent cannot be right all of the time (parents are not always right) because they would have to be perfect and there is not one person in this world that can truly claim to be perfect. Parents make mistakes, can have bad judgement at time and don’t always understand how different the world is now from when they grew up but lets face it they also have that much more experience than we do.The world isn’t a perfect place. Now whether they are right most of the time or not is a different story, but, the fact is that parents can be just as stubborn as kids. When they think they are right, they really think that they are right. Parents should give their children the chance to access their experience and knowledge, but also realize that their children aren’t them, they aren’t going to live the same way, nor will they want to be told everything, kids need to learn for themselves, even if it may hurt them, physically or emotionally and that will make them free of indoctrination and they become a free and critical thinker.We are in this world because of our parents and we are well aware of the fact that we should respect them. They always think good of us regardless of our behavior and attitude towards them. They give us instructions and advice pretty often and we have a belief that they are always right. They want to see us succeed. But are they always right?the insecurity of the parents especially in the major chunk of the middle class population of India, that determines the decision making of the parents towards their children.

Journey to Self-Awareness

Tiffany Rayside September 27, 2012 Dr. Lynne DeCicco, Eng. 112 Journey to Self-Awareness The term, â€Å"coming of age† signifies a growth in a person’s identity. It is a confusing phase in which one is on the cusp of adulthood and will experience pivotal moments that will shape character and lead to some sort of self-realization. Such moments may result in a loss of innocence, the destruction of hopes and dreams, the sense of imprisonment, and perhaps lessons learned. Two literary works that illustrate such concepts are Amy Tan’s â€Å"Two Kinds† and James Joyce’s â€Å"Araby. Both pieces are narrated by the main characters, as adults, reflecting upon and portraying a better understanding of their childhood experiences. Although the affairs and outcomes recounted in each differ greatly, â€Å"Two Kinds† and â€Å"Araby† embody the foolishness commonly displayed during adolescence, as well the maturity and insight the characters gain as the stories evolve. In Joyce’s â€Å"Araby,† the un-named main character is a thirteen year old boy living in a depressed society, worn-down and devoured by â€Å"†¦drunken men and bargaining women†¦Ã¢â‚¬ (Joyce 92).The boy brightens his days marveling over his best friend Mangan’s sister. The boy’s obsession becomes eerily clear as his daily ritual is revealed: When she came out on the doorstep my heart leaped. I ran into the hall, seized my books and followed her. I kept her brown figure always in my eye and, when we came near the point in which our ways diverged, I quickened my pace and passed her. This happened morning after morning. I had never spoken to her, except for a few casual words, and yet her name was like a summons to all my foolish blood. Her image accompanied me even in places the most hostile to romance (92). Rayside More often than not, the first step of the coming of age process is the loss of innocence, which is most co mmonly a result of disappointment. As the first true interaction occurs between the boy and Mangan’s sister, the preface for disappointment is shaped. The boy finds himself in the position to impress his fantasy girl when she asks if he will be attending the bazaar at Araby. Upon conveying her longing to attend the splendid event, the young lad seizes the moment and offers to bring her a present from the bazaar, a silent gesture of his love for her.The following days proved tedious as he is consumed with his trip to Araby. Finally, the sacred day arrives and, although he felt he took every precaution to ensure his success, his trip is delayed due to his uncle’s late return home. The narrator realizes that his uncle has forgotten his plans due to intoxication, â€Å"I heard him talking to himself and heard the hallstand rocking when it had received the weight of his overcoat. I could interpret these signs† (Joyce, P93). The reader is immediately presented with th e boy’s awareness of the harsh realities in his world and the discouragement that follows.The boy is of the age where one begins to acknowledge, but not quite understand, adult behavior. Likewise, Amy Tan explores the loss of innocence as an aftermath of childhood disappointment in â€Å"Two Kinds. † Tan portrays herself as a young, first-generation AmericanChinese girl, struggling with the seemingly unrealistic expectations of her mother. Amy, who, in the story is referred to by her Chinese name, Ni-Kan, is on a quest, imposed upon her by her mother, to discover her talent so she may become a child prodigy, comparable to Shirley Temple.After countless ‘talent tests’ given to her by her mother, Ni-Kan begins to accept the notion that she may not have a distinct talent, that she may never be a prodigy: â€Å"But sometimes the prodigy in me became impatient† (Tan 384). With this revelation came a sense of failure and 2 Rayside disappointment in hersel f, in contrast to the narration of â€Å"Araby. † Ni-Kan confesses: â€Å"And after seeing my mother’s disappointed face once again, something inside of me began to die† (Tan 384). This admission results in a change in outlook that marks the beginning of Ni-Kan’s transition into adulthood, a self-realization.Her innocent belief in her mother’s prodigy theories and eagerness to achieve such perfection has come to a halt. In this moment, Ni-Kan decides to be the person she now believes she was meant to be, and not the obedient prodigy her mother and everyone else expected her to be, however it is clear to the reader that she has not yet attained the maturity to make such resolutions. The journey through the character’s development continues as Joyce and Tan introduce the destruction of childhood dreams. As a child, one tends to believe that anything is possible because he or she is blind to possible hindrances.When obstacles present themselves , a person may suffer a disheartening loss of faith or hope, which ultimately chips away at the belief that one’s dreams will come true. Joyce delivered an unspoiled example of this evolution through the narration of â€Å"Araby,† which is consumed with daydreams about â€Å"a romantic quest to purchase the gift for Mangan’s sister† (Fargnoli and Gillespie 2). Disenchantment struck upon the boy’s late arrival to the Bazaar, finding the exhibit nearly empty and the attendants not interested in his patronage.In that instance, the boy appreciates that his romantic fantasy was not worth all of his troubles, which indicates a significant emotional growth of the character. Fargnoli and Gillespie also note: â€Å"†¦and Araby’s tawdry wares unacceptable for the portentous mission that he has undertaken† (2), further conceding to the discontent the boy felt as he identifies the items available for purchase substandard and unsuitable for h is purpose. 3 Rayside Disparate to the boy in â€Å"Araby,† the character in Tan’s â€Å"Two Kinds† served as the catalyst that led to the ruin of her dreams through her resistance to learning how to play the piano.When the time came for her to perform at the recital, she began to believe that she was going to play well, despite her lack of practicing. She childishly imagined the reaction of her family and audience, â€Å"It was as if I knew, without a doubt, that the prodigy side of me really did exist† (Tan 388). Tan went on to describe how she, â€Å"envisioned people jumping to their feet and Ed Sullivan rushing up to introduce me to everyone on TV† (388). Ni-Kan was admittedly surprised when she heard herself playing all of the wrong notes, and shamed of the embarrassment her parents must have felt as she played so poorly.While the boy in â€Å"Araby† was disillusioned by forces beyond his control, Ni-Kan’s experience could have been avoided had she taken her lessons seriously. Also dissimilar to â€Å"Araby,† Tan explores the issues on a deeper level by relating NiKan’s reaction to her recital to that of her mother. Ni-Kan ‘s childhood dream of pleasing her mother by finding her inner prodigy would not come to fruition on that day, but the true destruction was that of her mother’s dream for her daughter to be a success: â€Å"But my mother’s expression was what devastated me: a quiet, blank look that said she had lost everything.I felt the same way, and it seemed as if everybody were now coming up, like gawkers at the scene of an accident, to see what parts were actually missing† (Tan 389). It is clear that Ni-Kan’s mother was terribly embarrassed and frustrated by the ordeal, especially since she boasted about her gifted daughter to the other parents regularly, posing the idea that the mother learned a valuable lesson on that day. 4 Rayside Moreover, a sense of imprisonment, bitterness, and resentment is felt by the characters in â€Å"Araby† and â€Å"Two Kinds. The presence of captivity is tremendous in Joyce’s depiction of the world surrounding the boy as he speaks of the mood in the house and the unpleasantness in the air which, in itself, spawns a feeling of hopelessness. However, these feelings are not internalized until later in the story, when the reader is presented with the groundwork for disaster: â€Å"As he was in the hall I could not go into the front parlour and lie at the window. I left the house in bad humour and walked slowly towards the school.The air was pitilessly raw and already my heart misgave me† (Joyce 93). The boy already senses his upcoming failure, and that sense is only heightened by a feeling of entrapment once he returns home that evening to find his uncle has not yet arrived, â€Å"I sat staring at the clock for some time and, when its ticking began to irritate me, I left the room † (93). The growing torture the boy is experiencing is clearly indicated as he recalls having to endure unbearable gossip which only seems to make the wait even longer, â€Å"I had to endure the gossip at the tea-table.The meal was prolonged beyond an hour and still my uncle did not come† (93). Once the uncle does arrive home, the boy barely greets him and immediately asks for money to go to the Bazaar, refusing to smile when the uncle refers to how late in the evening it was, which points out his antipathy towards the delay in his plans. The boy’s showing of resentment is mild, yet resounding. Alternatively, Ni-Kan’s caging and animosity in â€Å"Two Kinds† are exhibited as bold outcries.While her surroundings appear to have more pleasantries than the boy’s in â€Å"Araby,† Ni-Kan is held captive by the traditions and expectations of her mother and heritage, and her torment is evident throughout: â€Å"I hated the tests, the raised h opes and failed expectations† (Tan 384). It is at this point when Ni-Kan makes the decision to be her own type of prodigy, one that 5 Rayside was â€Å"angry and powerful† (384), with thoughts filled with lots of won’ts. â€Å"I won’t let her change me, I promised myself. I won’t be what I’m not† (384).Clearly, Ni-Kan was going to do everything in her power to end her mother’s quest for perfection, to â€Å"put a stop to her foolish pride† (387), but soon finds that her mother’s determination was stronger than she imagined and her bitterness and resentment turns to pure anger and vengefulness: â€Å"Then I wish I weren’t your daughter. I wish you weren’t my mother! † (389). Ni-Kan, encouraged, by her mother’s growing anger, only becomes more verbal and cruel: â€Å"And that’s when I remembered the babies she had lost in China, the ones we never talked about. Then I wish I’ d never been born! I wish I were dead like them† (390).Ni-Kan’s animosity towards becoming a prodigy blinded her from the reality of the pain she caused her mother: â€Å"It was as if I said the magic words, Alakazam† (390). In Ni-Kan’s child eyes, she won the battle of wills, but has yet to recognize all that was lost due to her harsh testimonials. Undoubtedly, the characters â€Å"Araby† and â€Å"Two Kinds† learned important life lessons, however varied in acceptance. It appears that the boy in â€Å"Araby† learned his lessons immediately after his trials. He quickly understands that he, alone, idealized his world, and reality could be cruel and hard to bear if unprepared.It is palpable that from this day forth, he will see things from a much more pragmatic perspective and will be better prepared to manage the pitfalls. While Joyce implies that the boy instantly surrenders and accepts this lesson as a part of life, Tan’s char acter does not acknowledge her life lessons until much later, as an adult. Ni-Kan continues her stubborn rebellion throughout her adolescent years and it isn’t until the passing of her mother that she finally realizes the underlying truth of her mother’s constant pursuit of 6 Rayside perfection.It took Ni-Kan more than half of her life to concede that her mother truly saw a prodigy, and she alone stood in the way of her own success. In a nutshell, â€Å"Araby† and â€Å"Two Kinds† highlight how important the seemingly insignificant events that occur during adolescence are to the development of oneself. James Joyce and Amy Tan explore the changes in perspective gained as each protagonist matures into a more enlightened adult. Innocence is lost and displeasures of reality become evident early in life. It is the time when one comprehends that he or she faces substantial pain and emptiness in the future.The irony is that the coming of age never ends; people c ontinue to â€Å"grow up† far beyond the stage of adulthood. 7 Rayside Works Cited Joyce, James, â€Å"Araby† (91-95). Abacarian, Richard and Marvin Klotz. Eds. Liturature: The Human Experience. Shorter 9th ed. Boston: Bedford. 2007. Print. Tan, Amy, â€Å"Two Kinds† (383 – 391) Abacarian, Richard and Marvin Klotz. Eds. Liturature: The Human Experience. Shorter 9th ed. Boston: Bedford. 2007. Print. Fargnoli, A. Nicholas and Michael Patrick Gillespie â€Å"Araby. † Critical Companion to James Joyce: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc. , 2006. 8

Trabalenguas or Spanish-Language Tongue Twisters

Trabalenguas or Spanish-Language Tongue Twisters Think you have your Spanish pronunciation down? If so, test your skills with the tongue twisters below. If they seem too easy, try repeating them rapidly. Even if youre a native speaker, youre likely to be tripped up sooner or later. Incidentally, the Spanish word for tongue twister is a compound noun, trabalenguas, or (loosely translated) thing that ties tongues. Like most other compound nouns, it is masculine. Tongue Twisters Based on Words With ‘P’ Poquito a poquito Paquito empaca poquitas copitas en pocos paquetes. (Little by little, Paquito packs a few tiny glasses in a few packages.) Pepe puso un peso en el piso del pozo. En el piso del pozo Pepe puso un peso. (Pepe put a peso on the floor of the well. On the floor of the well Pepe put a peso.) Pepe Peà ±a pela papa, pica pià ±a, pita un pito, pica pià ±a, pela papa, Pepe Peà ±a. (Pepe Peà ±a peels potatoes, cuts pineapple, blows a whistle, cuts pineapple, peels potatoes, Pepe Peà ±a.) En la poblacià ³n de Puebla, pueblo muy poblado, hay una plaza pà ºblica poblada de pueblerinos. (In the city of Puebla, a very populated town, there is a public plaza populated with Pueblans.) El hipopà ³tamo Hipo est con hipo.  ¿Quià ©n le quita el hipo al hipopà ³tamo Hipo? (Hipo the hippopotamus has a hiccup. Who is curing the hiccup for the hippopotamus Hipo? Tongue Twisters Featuring Other Hard Consonant Sounds  ¡Quà © triste ests, Tristn, con tan tà ©trica trama teatral! (How sad you are, Tristn, with such a gloomy theatrical tale! Una cacatrepa trepa tiene tres cacatrepitos. Cuando la cacatrepa trepa trepan los tres cacatrepitos. (A climbing caterpillar has three baby caterpillars. When the climbing caterpillar climbs the three baby caterpillars climb.) Como poco coco como, poco coco compro. (Since I eat little coconut, little coconut I buy.) Comprà © pocas copas, pocas copas comprà ©, como comprà © pocas copas, pocas copas pagarà ©. (I will buy few drinking glasses, few drinking glasses I will buy, as I will buy few drinking cups, few drinking cups will I pay.) Toto toma tà ©, Tita toma mate, y yo me tomo toda mi taza de chocolate. (Toto drinks tea, Tita drinks mate, and I drink up all my cup of chocolate.) Cuando cuentes cuentos, cuenta cuantos cuentos cuentas, porque si no cuentas cuantos cuentos cuentas nunca sabrs cuantos cuentos cuentas tà º. (When you tell me stories, tell me how many stories you tell me, because if you dont tell me how many stories you are telling me, you will never now how many stories you are telling me.) El amor es una locura que solo el cura lo cura, pero el cura que lo cura comete una gran locura. (Love is a great lunacy that only a priest can cure, but the priest who cures it commits a great lunacy.) Tongue Twisters Featuring Soft Consonant Sounds Ñoà ±o Yà ±ez come à ±ame en las maà ±anas con el nià ±o. (Ñoà ±o Yà ±ez eats yams in the mornings with the boy.)  ¡Esmerà ­lemelo! (Polish it for me.) Eugenio es muy ingenuo.  ¡quà © genio tiene el ingenuo de Eugenio! (Eugene is very naive. What genius has the naivete of Eugene!) Busco al vasco bizco brusco. (Im looking for the rude cross-eyed Basque.) El nià ±o est sosegado.  ¿Quià ©n lo desasosegar? El desasosegador que lo desasosiegue, buen desasosegador ser. (The child is tranquil. Who will disturb him? The disturber who disturbs him will be a good disturber.) Si don Curro ahorra ahora, ahora ahorra don Curro. (If Curro is saving now, now is Curro saving.) El suelo est enladrillado.  ¿Quià ©n lo desenladrillar? El desenladrillador que lo desenladrillare un buen desenladrillador ser. (The ground is paved with bricks. Who will unpave it? The unpaver who unpaves it a good unpaver will be.) Tres tristes tigres comà ­an trigo en tres tristes platos sentados en un trigal. (Three sad tigers were eating wheat on three sad plates placed in a wheat field.) Por la calle Carretas pasaba un perrito; pasà ³ una carreta, le pillà ³ el rabito.  ¡Pobre perrito, como lloraba por su rabito! (A puppy walked through Carretas street; a cart passed by and ran over his dear tail. Poor puppy, how he cried for his dear tail!) La sucesià ³n sucesiva de sucesos sucede sucesivamente con la sucesià ³n del tiempo. (The successive series of events occurs successively with the succession of time.)

Personal Response to Getting R

Personal Response to Getting R Personal Response to Getting Rid of George Robert Arthur's story, Getting Rid of George is a good gothic story because of it's various examples of required gothic elements. These requirements include atmosphere, psychological state of mind, mystery, romance, and melodrama. All of these combined make this story a good gothic example.To begin, the setting, at one point, takes place at a dark secludes cabin in the mountains. Evidence of this is found when Harry describes: "It is absolutely deserted up there at this time of year." As well, the disappearance of George to everyone except Laura and Harry adds to the gloomy atmosphere. Again adding to the gloom and terror of the story is the physical exploitation of cruelty shown by Laura when she repeatedly beats George with a statuette until he lay dead on the floor. Mental exploitation of cruelty is also evident when George returns from the dead and blackmails and once again tries to ruin Laura new found life.English: Laura the Marchiones s of Normanby by Will...

4th Grade Lesson Plan for Expanded Notation

4th Grade Lesson Plan for Expanded Notation Students will create, read, and decompose large numbers. Class 4th Grade Duration One or two class periods, 45 minutes each Materials: paper or large note cards numbered 0 - 10 (enough for the whole class)chalkboard, whiteboard, or overhead projector Key Vocabulary place value, ones, tens, hundreds, thousands, ten thousands, hundred thousands, expanded notation (or expanded form) Objectives Students will demonstrate their understanding of place value to create and read large numbers. Standards Met 4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Lesson Introduction Ask a few volunteer students to come to the board and write down the largest number that they can think of and read aloud. Many students will want to put endless numerals on the board, but being able to read the number aloud is a more difficult task! Step-by Step Procedure: Give each student a sheet of paper or large note card with a numeral between 0 - 10.Call two students up to the front of the class. Any two students will work as long as they are not both holding a 0 card.Have them show their numerals to the class. For example, one student is holding a 1 and the other is holding a 7. Ask the class, â€Å"What number do they make when they stand next to each other?† Depending on where they are standing, the new number is 17 or 71. Have students tell you what the numbers mean. For example, with 17, the 7 means 7 ones, and the 1 is really 10.Repeat this process with several other students until you are confident that at least half of the class has mastered the two-digit numbers.Move on to three digit numbers by inviting three students to come to the front of the class. Let’s say that their number is 429. As in the above examples, ask the following questions:What does the 9 mean?What does the 2 mean?What does the 4 mean?As students answer t hese questions, write the numbers down: 9 20 400 429. Tell them that this is called â€Å"expanded notation† or expanded form. The term â€Å"expanded† should make sense to many students because we are taking a number and expanding it into its parts. After doing a few examples at the front of the class, have the students begin writing the expanded notation down as you invite students up to the board. With enough examples on their paper, when it comes to more complex problems, they will be able to use their notes as a reference.Continue adding students to the front of the class until you are working on four-digit numbers, then five-digit, then six. As you move into the thousands, you may want to become the comma that separates thousands and the hundreds, or you can assign the comma to a student. (The student that is always wanting to participate is a good one to assign this to - the comma will be called upon often!) Homework/Assessment You can give your students a choice of assignments  - both are equally long and equally difficult, though in different ways: Have students write 987,654 in expanded notation OR the largest number that they are able to.Have them write 20,006 in expanded notation (Be sure to go over this one in class the next day.) Evaluation Write the following numbers on the board and have students write them in expanded notation:1,78630,551516

High School Athletic Department Research Paper Example | Topics and Well Written Essays - 3750 words

High School Athletic Department - Research Paper Example Furthermore, the HR portfolio speaks about performance appraisal, reward systems, motivation, and job design, leadership and decision style, and on how these can be applied into the Orange High School Athletics. This portfolio is in line with the purpose of describing the entirety of the sport organization and improvement of the human resources which are essential to the improvement of the organization. Introduction The mission of Orange County High School Athletics Department is to let students explore in an environment of positive, supportive, nurturing and safe where they have room to grow, excel and succeed in their endeavors in all aspects such as academics and sports. Students are expected to develop critical-thinking and civic-minded values, and contribute to the local community and to the global society. The members of the organization believe in the following: (1) the core business of the Orange Schools is to provide students a learning environment, and make their studies an d physical activities valuable, satisfying and challenging; (2) students will be able to reap something worth keeping if they are exposed, guided, and taught; (3) the environment that the students stay must be nurturing, safe, and conducive for learning (4) all students need adults’ supervision and care; (5) all individuals such as staff and employees shall adhere to commitment for excellence and teach students with values (6) cooperation and gathering among all members of the organization and the community help build stronger relationships with the students in their learning (â€Å"Orange County Schools,† n.d.). Meanwhile, following the hierarchical organizational structure, these are the ranks/positions within the organization: the principal, the athletic director, the interscholastic athletic director, and coaches. In order to carry out the goal well, the staffs and employees are in constant coordination. They connive to each other’s office to achieve desired results. For example, in Orange County School’s Interscholastic Athletic Program, the principal is responsible for the operation of the entire school in cooperation with the Athletic Director. The main function of the athletic director is to oversee all school athletic programs to ensure that all interscholastic athletic programs are conducted in accordance with the North Carolina State Board of Education, North Carolina High School Athletic Association (NCHSAA) requirements, policies established by the State Board of Education, the Orange County Board of Education, and the General Statutes of North Carolina (â€Å"Mission Statement,† n.d.). All program leaders must construe to the duties and responsibilities set forth by the organization’s Constitution and by-laws. Staffing 1.1 Staffing Needs Assessment First and foremost, before jumping into the more critical points in the organization like doing the job analysis, job description, job specification, hiring an d so on, the Human Resource personnel should consider the assessment of the current staffing situation of the organizatio

Marriage equality and human rights violations Essay

Marriage equality and human rights violations - Essay Example The discrimination of the same sex marriage is a violation of human rights. President Obama accepted the same-sex marriage during the election campaigns which was controversial but helped in the achievement of the goal of re-election. According to the American president, the issue should be approached using the state to state approach. The advocating for a state approach to the problem would culminate in a national issue and finally lead to the success of the acceptance of the same-sex marriage. The impact of the approach would be different based on the legal implications of the problem. (Wolfson 23) The legal implications of the problem included a change in the legal direction of the country in relation to marriage and definition. Marriage equality is defined as same-sex marriage that is legally recognized in the society as the marriage between mature or adult persons. The major question posed by the proponents of the idea is based on the protection of human rights that is protected fundamentally by the constitution. The bill of rights stipulates the major issues that must be addressed in the protection of human freedom. Based on these freedoms including the freedom of association, it becomes challenging when defining marriage equality. Equality in marriage and marriage equality in the contemporary society means two different things today. Equality in marriage is the protection of the rights of individuals in marriage while marriage equality is the struggle to accept the new set of marriage partners resulting from homosexual and lesbian relationship in the society. In fact, the push for recognition has led to serious challenge in the society because of the resistance posed by conservatives (Casey 23). Despite the challenges in defining the term, it is widely accepted culturally to mean the relationship between same-sex partners and their intention to live together as a couple. Human rights violation in relation to marriage equality The protection of gay indivi duals in the society has been an issue of great concern. In fact, it involves the understanding of the bill of rights. However, despite the existence of the bill of rights, the acceptance of the same-sex marriage has been emotive issue and has led to various protests with an aim of seeking recognition. In fact, around the world, gays have conducted demonstrations seeking to be recognized and be accorded the necessary support compared to heterosexual relations (Olson 68). Consequently, a proposal by the conservative wing of the population believes that banning of the same-sex marriage could solve the already heated debate. However, it may create a more serious challenge as compared to the current problem. The freedom of association and relations will be affected in the event that the country decides to ban same-sex marriage (Pearson 6). Discrimination is the taking of the rights of the people by restricting or even denying people the right of association or relationship. The protecti on of gay rights in the society has been an issue of concern. They have been subjected to trauma and massive legal challenges.

History of ISIS Essay Example | Topics and Well Written Essays - 500 words - 1

History of ISIS - Essay Example The group’s origin dates back in 1999-2003 during the Iraq war, and a time when Sadam was under scrutiny by the US Government. The group was formed to promote the existing war in Iraq between Sunnis and Shiites, where Shiites were supposed to die because it was heretic. In addition, the group wanted to expand its control over Iraq and Syria. It emerged from Al-Qaeda in Iraq (AQI), which was a major character in Sunni insurgency. The group was then under the leadership of Musab al-Zarqawi then. However, after his death, the group merged with other extremist groups to form the Islamic State of Iraq (ISI). However, in 2007, things lost balance in the group after many Iraq Sunni groups differed with ISI because of boundary disagreements. In 2011, the group emerged after foreign troops withdrew from Iraq and when Abu bakr al-Baghdadi was appointed the group’s new leader, who chose former Ba’athist military and intelligence officials as his personal assistants. However, in 2012, it adopted a new Moniker and branded itself the Islamic State of Iraq and al-Sham (ISIS). The group has 7,000 members, 3,000 of whom are foreigners mainly from Britain and Belgium. According to reports published on CBS News website, ISIL (S) uses social media to recruit most of its members, especially from the west. In addition, it has a multilingual media group called Al Hayat, which specializes in printing and distributing glossy magazines and videos that aim at influencing people into being part of the group. Its main sources of finance are smuggling, extortion, and outlawed crimes. It is estimated that the group can make up to $8 million per month. The group’s organizational structure is composed of a supreme leader, wh o currently is Al-Baghdadi, who has two deputies, one in charge of Syria, and the other in charge of Iraq.  

What is DNA Research Paper Example | Topics and Well Written Essays - 1250 words

What is DNA - Research Paper Example Scientists have played a great role in this progress as it is due to their efforts that the understanding of the human body has become possible. DNA which is a biochemical substance in the human body is one such example. Following the understanding of DNA, it has become an important tool used by forensic experts and it has become an important part of the criminal justice system. DNA which stands for deoxyribonucleic acid is a biochemical molecule that is basically made up of two DNA chains that are complementary to each other. These chains are interwoven polynucleotide chains whose basic units are four nucleotide subunits. The DNA molecule is a helical structure with the stands being attached to each other via hydrogen bonds. DNA carries the genetic information of every individual. The strands of DNA separate and each strand is utilized for the purpose of transferring of genetic material. Any living organisms including the human beings only synthesize those proteins in their body whose information is present on their DNA (Alberts 2002). The work for the discovery DNA started towards the end of the nineteenth century. The Swiss chemist Friedrich Miescher recognized DNA as a chemical molecule in the late nineteenth century. Research work on DNA continued and other scientists who included Phoebus Levene and Erwin Chargaff worked hard for finding out its structure and chemical bonding. They laid down the scientific foundation which was then followed by Watson and Crick who finally discovered the helical structure of DNA and explained the functioning of DNA and its genetic coding (Pray 2008). Testing of DNA on biological materials which included body fluids, hair and the skin started in the year 1985 in U.S.A. This procedure is the most reliable clinical investigation and is of utmost importance in the inquiries of rape cases. This is because DNA is a biochemical molecule which consists of the entire unique genetic pattern of an individual. The efficacy of these results of DNA testing from the biological materials is even above 99 percent. The first criminal who was awarded punishment following DNA testing was a rapist, Tommie Lee Andrews in the year 1987 in Florida (James 2009). There are many uses of DNA . Its usage in the criminal investigation procedures is its most common use. Biological materials are tested for DNA and this provides for the conviction of criminals in cases which include murder as well as sexual assault. DNA testing is also used for confirming the relationship status of individuals. It can assist in finding lost people. This was true following the September 11 attacks in the United States when DNA testing was performed to identify and tell the families of the victims regarding the deaths of their loved ones. Furthermore, paternity DNA testing can also help solving cases related to property as well as custody related issues. Apart from the legal and criminal field, DNA testing has been extremely crucial for providing with breakthroughs in the medical field for the discovery of new pathological conditions. It has also been helpful for anthropologists to understand evolution and human existence (Lamb 2007; James 2009). The criminal justice system has greatly changed and progressed following the usage of DNA testing procedures. DNA databases have been created in many countries across the globe for the purpose of assessment and identification of offenders. In the United States, by the year 2009, the FBI had the DNA samples of all the criminals who had been convicted as well as the sexual wrongdoers from all the states of the country. Maintenance of such criminal records is one of the breakthroughs in

Module VI- Ethics of the Professional Educator Essay

Module VI- Ethics of the Professional Educator - Essay Example It is misleading, for example, the role of homework to the student, he is against it. How will the teacher know that what he has taught the students is well understood? It is only through the homework that the students and teachers will know the level of understanding and put effort into areas of weaknesses before primary exams. Kohn argues that appreciating the child’s work, for example, saying ‘good job’ is a way of evaluating bad job (Kohn, 2001). It might be accepted in some cases, but in educational purposes and as a way of motivation, it encourages the child to keep on with the good job always. In any profession, ethics is the most important thing to be maintained in order to enhance good relationship between professionals and other people that interact with organizations and societies hence good output/results in the line of profession. For educators, they are guided by different principles and standards in respect to the diverse and distinctive features. Teachers are professionally trained individuals with knowledge of ethical issues (Mostert 1998, p.18). For example, most teachers have failed to realize that failing to maintain competence is a way of reducing ethical standards among themselves. Competence is maintained by a professional interaction that helps in building of an important inter-collaborative professional relationship. It helps teachers to consult one another before the decision is made. Maintaining high expectation is essential for teachers in ethical judgment and decision-making (Mostert, 17). Teachers are also expected to support the application of posi tive behavior supports and be conventional to confined policies that relate to the use of disciplinary methods and behavior change process. In most cases, teachers thought that they are the ethical decision makers when it comes to such issues by overlooking what is expected from them; it is an ethical requirement for teachers to use the application of positive behavior

Study of the research and other relevant literature relating to the Essay

Study of the research and other relevant literature relating to the impact of childhood sexual abuse on women survivors - Essay Example In this context, child sexual abuse (CSA) has been considered as one of the worst experiences in a person’s life as its effects are very likely to last for a long time while the responsible adult has little chances to be caught and penalized in accordance with the existing law. This paper tries to present the most characteristic views of the literature as well as of the empirical research regarding the CSA. Although the forms and the results of this action can have many aspects (see Appendix I) in fact there are certain standards regarding the conditions and the effects related with this action so that their presentation can cover most of the cases having similar characteristics. Childhood sexual abuse can be defined as any exposure to sexual acts imposed on children who inherently lack the emotional, maturational, and cognitive development to understand or to consent to such acts. These acts do not always involve sexual intercourse or physical force; rather, they involve manipulation and trickery. Authority and power enable the perpetrator to coerce the child into compliance (Hendricks-Matthews 1997). Characteristics and motivations of perpetrators of childhood sexual abuse vary: some may act out sexually to exert dominance over another individual; others may initiate the abuse for their own sexual gratification (Britton et al. 1997). Holz (1994) has broadly defined childhood sexual abuse as, â€Å"any sexual activity between a child less than age 18 and a person of power, usually two or more years older, and who has authority over the child† (p. 13). CSA has been further differentiated into incest and extra-familial abuse. The abuse is incestual if it is perpetrated by a consanguineous (â€Å"blood†) relative, a relative by marriage, or a person who functions in the role of a family member (Courtois, 1993; Flournoy, 1996; Holz, 1994). Extra-familial abuse is usually perpetrated by parental or

Module VI- Ethics of the Professional Educator Essay

Module VI- Ethics of the Professional Educator - Essay Example It is misleading, for example, the role of homework to the student, he is against it. How will the teacher know that what he has taught the students is well understood? It is only through the homework that the students and teachers will know the level of understanding and put effort into areas of weaknesses before primary exams. Kohn argues that appreciating the child’s work, for example, saying ‘good job’ is a way of evaluating bad job (Kohn, 2001). It might be accepted in some cases, but in educational purposes and as a way of motivation, it encourages the child to keep on with the good job always. In any profession, ethics is the most important thing to be maintained in order to enhance good relationship between professionals and other people that interact with organizations and societies hence good output/results in the line of profession. For educators, they are guided by different principles and standards in respect to the diverse and distinctive features. Teachers are professionally trained individuals with knowledge of ethical issues (Mostert 1998, p.18). For example, most teachers have failed to realize that failing to maintain competence is a way of reducing ethical standards among themselves. Competence is maintained by a professional interaction that helps in building of an important inter-collaborative professional relationship. It helps teachers to consult one another before the decision is made. Maintaining high expectation is essential for teachers in ethical judgment and decision-making (Mostert, 17). Teachers are also expected to support the application of posi tive behavior supports and be conventional to confined policies that relate to the use of disciplinary methods and behavior change process. In most cases, teachers thought that they are the ethical decision makers when it comes to such issues by overlooking what is expected from them; it is an ethical requirement for teachers to use the application of positive behavior

Donatellos David Essay Example for Free

Donatellos David Essay The re-creation of David, a biblical hero, comes from three very notable works of art from history. The free standing sculptures are made by Donatello, Michelangelo and Bernini. Donatello is an artist and sculptor known for his exploration of human emotion and expression. He also known to use difficult mediums to make masterpieces. In Donatello’s depiction of David appears as a bronze work of art from the Italian Renaissance period. This is a life sized sculpture of David in the nude. Its dimensions are 5’2 Â ¼ in. (as tall as me!) and possibly created thruout 1446 1460. Michelangelo the second artist of a David sculpter, was a poet and an artist, he studied and apprenticed under many great artist. Michelangelo’s depiction of David is a work of art formed from marble made in the High Renaissance period made in 1623-1624 and took about seven months to complete. The height of this sculpture is 170cm. This also is a nude statue. The last work of art we will explore, is that of David, in Bernini’s depiction. Bernini was a sculptor, painter and playwright. He was the Vatican architect in 1692. His work of David was formed from marble, made in approximately 1504 around or in the Baroque period and stands about 5.17 meter tall (17ft.) The body composition and expressions on the face are all different in each work of art of David. Donatello’s work seems to explore a younger more adolescent view of David. The body composition seems strong, but strong for a teenaged underdeveloped boy. The arms, legs and thighs have very little muscle tone and do not seem strong at all. David’s hair is long and thick but stringy. His facial features are very soft, no hard or intense emotion. The hat and boots are extremely detailed, but I must say they make did look very lady-like. The arm resting on the hip and dainty physique looks more woman-like than boy. I think the genitals look very underdeveloped. There is muscle tone in the abdominals but the chest area even look like there are breasts forming. The eyes are large

The Owl and the Pussy-Cat by Edward Lear | Analysis

The Owl and the Pussy-Cat by Edward Lear | Analysis The Owl and the Pussy-Cat In this essay I will be analysing Edward Lears poem ‘The Owl and the Pussy-Cat (Appendix 1), first providing a technical stylistic analysis concentrating on sound patterning, secondly locating its place in the history of poetry for children, and thirdly how the poem envisages childhood. Written in December 1867 for the daughter of a close friend of Lear, it was first published in an anthology by Lear entitled Nonsense Songs, Stories, Botany, and Alphabets (1871). Since then it has been published, illustrated, translated, and set to music many times. In 2001 it was voted Britains favourite poem. Lear uses simple, but creative language to tell the enchanting story of the voyaging sweethearts; the incongruous bird and cat. Comprising three stanzas, each eleven lines long, it consists of twin ballad quatrains and a three-line refrain, composed in a distinctive iambic metre. The rhyme scheme is ‘abcbdefe alternating between four and three stressed syllables per line, followed by the refrain ‘eee consisting of two lines with just one stressed syllable, and a final line with three. This uniform rhyme scheme not only gives the poem musical structure, but also coheres the very different parts of the story. The rhythmic parallelism of the refrains, in which all three lines end with the same stressed word, is a strict pattern in itself and foregrounds this part of the poem as it takes on an incantatory feel. Although the refrains are not the dominant structure of the poem, they do add musical reinforcement. The regular metrical pattern is what gives the poem its rising rhythm (anapests) and sing song form and there is little to disrupt the flow of the rhythm, or the story. The aim then is simplicit y and repetition; indeed the first instance of repetition occurs in the opening line, which features the poems title words thereby reaffirming the focus of the poem. But in the first stanza, the most noticeable sound pattern is the concentration of /p/ sounds; a phonological parallelism that extends across the text with the words ‘Pussy, ‘pea, ‘plenty‘ and ‘pound as well as occurring in ‘wrapped and ‘up. The recurrence of this plosive consonant emulates the plucking of guitar strings, which not only enhances the rhythm but also the visual effect of the serenading owl. While the plosive /p/ in ‘Pussy paired with the /b/ in ‘beautiful is not quite alliterative, it is sonorous and seductive of music, reflecting the depth and passion of the owls endearments. Note, too, that Lear also uses punctuation to emphasize meaning; the exclamation marks at the end of lines ten and eleven denote an expression of the owls feelings suggesting tha t the relationship is indeed more than just friendship. In addition to repetition and alliteration, Lear employs strong full rhymes to reinforce sound, meaning and rhythm, and they play an active part in the mood and purpose of this poem. Perfect end rhymes are the most noticeable, but there are also strong internal rhymes, namely occurring in every third line of each stanza, but also in the fifth line in the second and third ones. This mix of one and two syllable rhymes act as a sub-refrain bringing the song sound ‘round and round again to our ears while the text becomes more and more whimsical. Sound and musicality are further brought to our attention by the chiming end rhyme between ‘sing and ‘ring in lines thirteen and fifteen. The words are bright and short, as is the vowel sound, but followed by the consonant /ng/ the sound is extended, and the repetition of ‘ring in the refrain helps to mimic the ringing of a bell where we may hear the onomatopoeic resonance of ‘bong (from ‘bong-tree). The third stanza culminates in a concentration of internal and assonant rhymes which conjure a visual and aural feast to match the wedding banquet itself, with the final lines evoking the who-o-o, who-o-o of an owl through the long vowel /oo/ in ‘moon. All the qualities of song are present: pleasure, ease of repetition, memorability, rhythm, rhyme and refrains. The apparent spontaneity of these elements emerge from very traditional principles and Lears witty organisation. Besides musicality, the other main feature of the poem is ‘word-play with Lear incorporating occasional invented words: ‘bong-tree, ‘Piggy-wig and the nonsense adjective ‘runcible. As well as having a humorous effect, they introduce elements of spontaneous fantasy that punctuate the surreal journey of the anthropomorphised animals. Although these words appear made-up they still remain, just, within our normal expectations of English. However, the fact that they do deviate from the poems surrounding simple language means they are foregrounded, thus, the reader/listener pays particularly attention to them because they are satisfying to say without necessarily having to make sense. Even though ‘runcible has no actual meaning (although it has since been popularly defined as a three-pronged fork curved like a spoon) it has a phonological playfulness with the rolling of the ‘r in ‘run followed by the two syllables in ‘cible. The hyphenation o f ‘Piggy-wig actually incorporates the phonemes and meanings of two words, ‘pig and ‘wig, managng to succeed as an internal rhyme. While the inclusion of these words doesnt really add anything to the meaning of the phrase, they do at least sustain, and quite possibly strengthen the rhythm. It is not until the final stanza that the rhythm is disrupted slightly by the ‘running over of line twenty-three into twenty-four without a pause. The effect of this enjambment is that we are hurried on to a pivotal stage in the story, the point at which a transaction occurs. The caesura at the word ‘ring creates not just a pause, but also a brief tension as we await the pigs answer. Note, too, that the direct speech in these lines references traditional marriage vows reinforced by the stress on the words ‘willing and ‘will. Furthermore, this transaction also brings the ‘real world nearer to the surface. Without a ring the marriage cannot take place. Only when the ‘deal has been done can the tale, and thus the poem, continue as before. Once the regular rhythm resumes it drives the narrative onward, ending with feline and fowl dancing ‘hand in hand, on the edge of the sand†¦by the light of the moon. Imagery created by the moonlight (traditionally invoked as being romantic) means the enchantment of the scene dances on with the fantasy sweethearts and is where the reader/listener has to leave them. In spite of the whimsical narrative and word-play the poem is solidly anchored by the strong iambic ‘gait woven through the traditional ballad form of tetrameter and trimeter. The rising rhythms move the poem along whilst being controlled by the full and stable rhymes, making it very satisfying. Lears talent first saw the light of day in A Book of Nonsense (1846) containing a collection of his limericks and amusing illustrations which proved an immediate success with readers and critics. Lears work, along with that of Lewis Carroll, developed and popularised nonsense literature, especially with regard to their use of ‘nonsense words, thus, it is often seen as a distinctively ‘Victorian genre. But literary nonsense existed long before this and, as Styles points out in her essay about the history of poetry for children, can be traced back to the ‘wildness of the nursery rhyme (Styles, p. 211). These ancient and traditional rhymes from the oral tradition, familia rly known as ‘Mother Goose rhymes, are a collection of verses, lullabies, rhymes and tunes offering humour, repetition and storytelling, although few were originally created or intended for children. Eighteenth century poetry considered suitable for children was mostly didactic or moralistic, and often mean-spirited. Its chief aims were concerned with saving the soul and creating good character and, like other childrens literature, mostly reflected the ideas that adults held about what children should be interested in. But as Puritanism waned and new ideas about childhood emerged, poetic collections written specifically for children began to appear. Tommy Thumbs Song Book (1744) was the first attempt to put nursery rhymes from the oral tradition into print, and two collections from William Blake in 1789 and 1794, although not specifically written for children, did capture the essence of childhood. Other volumes of child-centered poetry appeared in the early part of the ninetee nth century, and even though poets at this time continued to follow in the same moralistic tradition there was a growing interest in childrens emotions and experiences. The mid and late nineteenth century produced Stanzaan abundance of poetry for children, including that of Lear, which coincided with the changing views on childhood. Although the roots of nonsense verse are earlier than the nineteenth century, this is the period the most celebrated and notable examples appear. Lears limericks and nonsense rhymes were not just enjoyed by children, but also by adults, who found them a welcome relief from the restrictive teachings of the Church and Victorian society in general. These witty and humorous rhymes were fun to read aloud and easy to remember. But Lears work is not just distinguished by his linguistic play; it also included eccentric and comical drawings. Although his illustrations for ‘The Owl and the Pussy-Cat are somewhat conservative in that the animals are depicted quite realistically and appear expressionless, they do offer an interpretative effect and would have greatly enhanced the impression of the poem at the time of publication. By contrast, the single illustration in 100 Best Poems for Children (Puffin, 2002) is unsophisticated and childlike. While the small brightly coloured picture does offer a modicum of interpretation, in the context of the anthology its purpose is more generic and there is very little for a child to linger over. The lack of illustrations implies that the value of the text is greater than the visual component, and that the anthology is aimed at the older child who can read independently. Indeed, the publishers own website advertises it for an age group of eight to twelve years. Intere stingly, Montgomery points out that the book ‘includes rhymes for the (just) pre-schooler (Montgomery, p. 137) which suggests that the purpose of this anthology is not just for children to read alone, but also by parents, or in the classroom. Certainly part of the appeal and enduring popularity of ‘The Owl and the Pussy-Cat is that it lends itself to group choral reading. The poems jaunty rhythm, playful rhymes, nonsensical words, and the enchanting tale it tells all conspire to grab a childs attention. Creative words and light hearted verse mean children can explore language and enjoy words for their sound and the images they conjure without it necessarily having to make sense. Although the story is reminiscent of fairytales, it is the ‘nonsense words that distinguish the ‘real world from make-believe. Whether the child believes that owls and pussycats really do sail away and get married in the moonlight is irrelevant: a story, especially one told in the for m of a poem or song, is understood by the child to be part of play and the imaginative world, not the ‘real one. The rhythm and sound-patterns of the poem are more important than the potential ‘reality or credibility of the tale being told. However, the prioritising of sound and rhythm over sense and ‘realism does not mean that this ‘nonsense poem is meaningless. Lear plays on the sound of words, but with or without the nonsensical elements logic still exists and it is a perfectly coherent tale of romantic love. Yet themes emerge in terms of different depths as well as in terms of being central or peripheral. The surface topic, the one most appealing to children, is a jolly tune about animal adventures hinting at love and a comedy of marriage. On another level it is a strange pairing of species and events set to a rather hypnotic rhythm. Deeper down still, both protagonists are carnivores and night hunters. The poem then is not just about innocent ‘nons ense, but also something uncanny. Lear manages to achieve a balance between elements that seem to make sense and elements that do not; a fanciful tale set against the solid foundations of traditional song, familiar everyday language and image unfamiliarly juxtaposed, conventional but also childish. It gratifies the childs appetite for the musical and for the strange. The organisation of the rhythms, rhymes, and nonsensical words gives the poem a whimsical, and yet compelling narrative than lodges in the mind of the adult as well as the child. All these elements contribute to making it entertaining and memorable: ‘nonsense that delights the ear and the imagination.

The Crusades Essay -- European History Europe

The first crusade was started by Pope Urban II in the year 1095 with goals of liberating the sacred city of Jerusalem and the holy land from the Muslims. What started as an appeal by Byzantine Emperor Alexios I Komnenos for western mercenaries to fight the Seljuk Turks in Anatolia quickly turned into a wholesale Western migration and conquest of territory outside of Europe. In July of 1099 Knights from western Europe captured the city of Jerusalem, thus establishing the kingdom of Jerusalem and other crusader states. Although the gain of Jerusalem lasted less than two-hundred years. The major turning point of Western power was the first crusade. Urban planned the departure of the crusade for August 15, 1096, the Feast of the Assumption, but months before this a number of unexpected armies of peasants and lowly knights organized and set off for Jerusalem on their own. They were led by a charismatic monk and powerful orator named Peter the Hermit of Amiens. The response was beyond exp ectations: while Urban might have expected a few thousand knights, he ended up with a migration numbering up to 100,000 — albeit mostly unskilled fighters, including women and children. Lacking military discipline, and in what likely seemed to the participants a strange land (eastern Europe) with strange customs, those first Crusaders quickly landed in trouble, in Christian territory. The problem faced was one of supply as well as culture: the people needed food and supplies, and they expected host cities to give them the foods and supplies. Having left Western Europe early, they had missed out on the great harvest of that spring, following years of drought and bad harvest. Unfortunately for the Crusaders, the locals did not always agree, and this qu... ...m to fast and then march in a barefoot procession around the city walls, after which the city would fall in nine days, following the Biblical example of Joshua at the siege of Jericho. On July 8, 1099 the crusaders performed the procession as instructed by Desiderius. The Genoese troops, led by commander Guglielmo Embriaco, had previously dismantled the ships in which the Genoese came to the Holy Land, Embriaco, using the ship's wood, made some siege towers and seven days later on July 15, the crusaders were able to end the siege by breaking down sections of the walls and entering the city. Some Crusaders also entered through the former pilgrim's entrance. Having captured Jerusalem and the Church of the Holy Sepulchre, the crusading vow was now fulfilled. However, there were many who had gone home before reaching Jerusalem, and many who had never left Europe at all.

Religion in American Film Essay -- Essays Papers

Religion in American Film American’s nation-wide did a disbelieving double take when they were heard that Jim Carrey was going to be playing the role of God in Universal Pictures summer 2001 movie Bruce Almighty. Millions of American’s have found themselves near-obsessed with the engrossing epic Lord of the Rings, Dogma has been welcomed into the Cult Films Hall of Fame, and Mel Gibson’s The Passion stirred an overwhelming amount of religious, cultural, and ethnic criticism. When looking at the recent array of films that either present or suggest religious themes – whether it be allegorically, evangelically, or satirically – we find ourselves asking the question â€Å"why now?† Is the reason for this upsurge sociological, psychological, philosophical, or historical? Is there perhaps a political or economic reason as to why American’s today are so eagerly consuming films that are looking at the timeless battle between good & evil, questioning organized belief s ystems, or presenting religion in new and contemporary ways? From critical analysis and research done on this subject, as well as much pondering and theorizing, it could be said that the question of â€Å"why now† is more philosophical, and value oriented, than anything else. The religious content that is present in modern American films is indicative of a more general discussion & questioning of values and resonates with the post-modern, religiously pluralistic mindset that American’s have come to embody. It is a common mis-conception that films are merely entertainment, and serve no other purpose than to provide for the viewer a two-hour escape from reality. This is a serious under-estimation of the power, purpose, and potential of film, because film, upon reflection, revea... ...garet R. Seeing and Believing: Religion and Values in the Movies. Boston: Beacon Press, 1996. Johnston, Robert K. Reel Spirituality: Theology and Film in Dialogue. Grand Rapids: Baker Academic, 2000. Stone, Bryan P. Faith and Film: Theological Themes at the Cinema. St.Louis: Chalice Press, 2000. Valenti, F. Miguel. More Than a Movie : Ethics in Entertainment. Colorado: Westview Press, 2000 Detweiler, Craig, and Barry Taylor. A Matrix of Meanings: Finding God in Pop Culture. Grand Rapids: Baker Academic, 2003. Putnam, Robert D. Bowling Alone: The Collapse and Revival of American Community. New York: Simon & Schuster, 2000 http://www.hollywoodjesus.com/bruce_almighty.htm For the purposes of this study, it is helpful to look specifically at the way in which Christ and Christianity are being presented, through the various methods, in contemporary film.

Gender Roles in European Culture

Throughout history, women have made up a sort of â€Å"minority† in the world’s many societies. They have been looked upon as property to husbands and fathers. Their place was deemed the male’s home. Women were to provide services to men, ranging from carrying an heir (hopefully a male) to providing a clean home and cooked meals. Women in high-income nations still continue to face challenges because of their gender, and those in low-income nations often remain thought of as property.From a symbolic interactionist perspective, gender is an issue that is based on many underlying historical concepts, and it continues to contribute to world-wide poverty. As symbolic interactionists view social problems using a microlevel perspective, they see that gender roles are learned behaviors taught by individual socializing agents in each society. Parents immediately begin teaching their children what it is to be a male or female in how they treat their sons and daughters. For example, parents are more likely to play rough with their sons, who are often dressed in clothes pertaining to superheroes.This teaches the young male that strength, athletic ability, and courage are â€Å"desirable. † He might then try to epitomize this throughout his lifetime. On the other side, a daughter is often dressed in frilly outfits depicting maidens in distress (Cinderella, for example), and they are usually kept inside from getting dirty to learn homemaking skills. Throughout their lifetime, then, they will remember what it is to be a female according to their parents. Thus, from birth, children are subjected to differing gender roles within a society.Symbolic interactionists also see that gender roles could be taught with something as seemingly insignificant as communication. Linguistic sexism, which is patterns of communication that degrade a particular sex (usually female), is often cited as employing the dominance of one gender to perpetuate traditional gende r roles. For example, the English word â€Å"mankind† includes every human being on Earth, whether male or female, even though it conjures up the idea of a group of males. Also, if a female enters a medical profession, she is often referred to as a â€Å"female doctor† to avoid confusion in this traditionally male-dominated job.Even nonverbal communication can perpetuate dominance. A female that always touches a male at her prerogative in public is easily viewed as the dominant figure within the relationship. Eye contact can be used to stress the dominance of one over another (as in animals, when a â€Å"stare down† has been won, the winner has taken dominance). As communication is passed from parent to child in every generation, until it changes, it will perpetuate inequality. Though women’s roles in the world are changing rapidly in high-income nations, many still face problems regarding poverty through all sociological perspectives.Not all women will g row up to become doctors and lawyers, as these fields are still dominated by males. According to the glass ceiling idea, women can only go so far in their dominated jobs. However, the glass elevator idea lifts men to reach even higher than women in female-dominated jobs, such as nursing. Men are typically paid more and regarded as being able to handle more complicated problems (so they are well-suited to move up in companies and manage others). Therefore, women without husbands to help them may not be able to provide the usual income it would take for her to live above the poverty level.This is restrictive to single mothers who are trying to provide for themselves as well as their children. If they cannot move up in their job, they will not be able to provide money for food, housing, child care during her work hours, and other basic necessities (such as clothes for her children). She may get help from the government, but as soon as she gets above a certain income level (which is sti ll on the poverty line), she is cut off of federal aid. It will then take her months to get back into the system, even though she has already been in it before.This creates a cycle of poverty for the woman and her children, who, growing up in poverty, will be more likely to be stuck in poverty throughout their lifetimes. Therefore, the inequality of women in the economy and government as compared to men burdens them in different ways. Since the government does not bother to consider these differences when coming up with plans of action, poverty is still perpetuated. However, the government has tried to cut back on poverty by giving states incentives (additional funds) for having less poverty. This legislation is known as B. O. B. nd encourages states to solve the poverty problem from its roots to wipe it out. Resolutions have also been introduced to reinforce less discrimination against women. These macrolevel answers have little to do with the problem on the microlevel, which has y et to be solved. Language and gestures are hard to change, even over generations and generations. Traditions ebb and flow on their own with regards to advancing technology, ideas, and beliefs. Therefore, from a symbolic interactionist perspective, there is not yet a true solution to the problems of gender inequality and resulting poverty.

Nvq 2 Health and Social Essay

Personal centred approach is when carers take interest in what service users prefer and use this when providing care. Also, its thinking about the service users choices, right, protecting their privacy and dignity, supporting their independence and working in partnership with them and other colleagues to make the care better. 2. Person centre approach enables individuals with dementia to be involved in their own care and support because carers can talk to the resident and find out how they prefer things to be done, how they like to be spoken to and cared for so staff can give the best care in the way that suits them. Outcome 2 1.Information about personality and life history can be used to support an individual to live well with dementia because if they have a good written history it can help with communication, knowing what the person likes and dislikes if they are unable to tell you. Having a good life history can be used to support and live well because it helps people know more about someone, and look after them better meaning knowing how the like things. Outcome 3 1. All these things make up personal centred approach. Before giving someone care or help with something if we think about all these things and what the service user prefers we can provide the best possible care for them. Also, if we’re providing good care and the service user is happy then they start to feel comfortable and will tell us more about their choices and preferences so we’re able to provide our care at a even higher standard. link

The silk Road recording the journey

The Silk Road was a very interesting time in life time history. The silk Road was the world's first superhighway not literally a single road it consisted of a good network of trade routes connecting China with Central Asia and lands beyond all the way to Rome. Goods were usually transported by larch Caravana it's made up of guides soldiers religious Pilgrims merchants and hundreds of fright bearing camels. The silk Road florist for more than 3000 years and had a major influence on the cultures of Asia Europe and Africa is Vinny Q ask you to become a traveler on the silk Road and to record your experiences at different points on your journey.In this mini to you will examine several documents and then write five journal entries in the voice of a fictionists person traveling the silk Road first choose the type of traveler you wish to be from the collection of district just descriptions on the following page give your traveler a name from the list below and fill out the profile of this p erson using the biological information and your historical imagination.Good Genadijs spread across to soak road for sentries this process of sharing is calling cultural diffusion by historians below are a few examples of goods and ideas that move by way of the silk Road's number one from China silk iron bronze server and mix orange trees paper gunpowder from Central Asia for Gano horses from Africa Ivory and rhinoceros horn from India spices and Buddhism from Europe music and glassware for travelers heading west the OC this town of done Wong was a place to rest and resupply before braving the Western Cody and the Telemac and deserts soon after the fall of hand dynasty.Buddhism monks Buddhist monks begin to dig caves just 10 miles outside of dung cock in many of the caves they built Buddhist shrines over the centuries these caves also became storage vaults for many items brought to Duntonge by Cellpro travelers in ancient times the Telemac and desert was sometimes referred to as the Cody today as then the temperature in the desert reaches over 100Â °F and rainfall and minimal

Occupations that are more dangerous then the building trades Essay

Occupations that are more dangerous then the building trades - Essay Example The freezing waters, unpredictable storms, harsh weather conditions, handling of the heavy fishing machines and attacking by water creatures, are the causes of high fatality rate in the fishing industry. In 2008, fishing industry had an average of 129 deaths in every 100,000 fishermen, and 61 injuries in 100,000 fishermen, hence ranked the most dangerous occupation in the world. Aircraft pilot is among the most dangerous occupations in the world. Its death rate is 57.1 per 100,000 pilots. Bush dusting and crop dusting are the most fatal. This is because flying very close to the ground in small planes can be very fatal. Pilots work for very long hours, and pilots have very limited options in saving their planes when crushing (Cullen). Most farmers and ranchers are over 65 years, and they use tractors, heavy machinery and herbicides. Inhalation of herbicides and other chemicals, long working hours during planting and harvesting causes a great risk to their health. This, therefore, makes farming and ranching among the dangerous occupations. . Truck drivers drive heavy trucks for long hours with no proper rest. Increased traffic, being alert for long hours, heavy vehicles with heavy loads create a challenge in this industry. When driving, the drivers can be attacked by robbers, murdered and even raped. The fatality rate stands at 18.3 per 100,000 (Cullen 67). Garbage collectors also face a great challenge. Hanging on the back of garbage trucks is very dangerous. The toxic materials, acids, blood in the garbage are harmful to the collector. The collector can be seriously injured or even die. The fatality rate is at 41.8 per 100,000 garbage collectors. An occupation is termed as safe by its ability to withstand harsh economic conditions. Health care is one of the occupations that can survive even in economic hardship. This is because; people will still need the health care services despite the economic situation. We cannot do without energy. Even