The Killer Angel By Michael Shaara - 1248 Words

The Killer Angel is a book elaborating on the history of the American civil war authored by Michael Shaara. The book has gained popularity among American citizens as it covers one of the deadliest battles in American history that took place at Gettysburg, Pennsylvania, hence the title of the battle of Gettysburg (Shaara 5). The crash involved two major groups, the Confederacy, and the Union. The Confederacy constituted of seven secessionist states from the South who advocated for slavery while the Union consisted of the northerners who advocated for the abolition of the slave trade and recognition of black men as legitimate American citizens. The book widely covers the course of the battle for the three primary days of the war, which were between 30th June 1863 and 2nd July 1863 (Shaara 32). According to the author, the Confederates are headed by General Robert E. Lee and General James Longstreet. On their part, the Union army is spearheaded by General John Buford. However, the battl e of Gettysburg, Pennsylvania is considered as the worst battle in the American Civil War as the two groups lost a significant number of their soldiers (Shaara 37). It is also clear that the two groups had different reasons for participating in the war. Soldiers from the two sides also had different motivations hence the morale and willingness to fight on despite the risk of death. The given essay aims at elaborating on the main reasons why men from the two different groupsShow MoreRelatedThe Killer Angels By Michael Shaara1634 Words   |  7 PagesPulitzer Prize-winning author Michael Shaara, the author of The Killer Angels, was born on June 23, 1928 in Jersey City, New Jersey. He was an author of science fiction, sports fiction, and historical fiction. Although writing was his passion, Shaara was very athletically successful in high school, winning more awards than any other student in the history of the school for sports such as basketball, track and baseball. He acquired a skil l in boxing, and of the 18 matches Shaara fought as a young man, heRead MoreThe Killer Angels By Michael Shaara1290 Words   |  6 Pages The Killer Angels Essay â€Å"There is no honorable way to kill, no gentle way to destroy. There is nothing good in war. Except its ending.† Stated by Abraham Lincoln, this quote embodies the essence of war, its tragic character and unfortunate occasional necessity. Accordingly, the outcome of war and its battles is often determined by the attitudes of the leaders of the opposing sides, including their causes for the willingness to fight and to be fought. Such was the case with the Battle of GettysburgRead MoreThe Killer Angels By Michael Shaara1521 Words   |  7 PagesThe book The Killer Angels was published in 1975 by the Ballatine Booksand was written by Michael Shaara. The Killer Angels is a historic novel about the time of the American Civil War, more specifically The Battle of Gettysburg. Shaara wrote this historical masterpiece with the sole purpose of letting the reader know exactly how the war was for the men actually putting their lives on the line to get this great country of America to the stature it is today. In order to accomplish his goal of creatingRead MoreThe Killer Angels By Michael Shaara1947 Words   |  8 Pagesthe dueling North and South together to the small town of Gettysburg and on the threshold of splitting the Union. Gettysburg was as close as the United States got to Armageddon and The Killer Angels gives this full day-to-day account of the battle that shaped America’s future. Michael Shaara author of â€Å"The Killer Angels,† tells the story of the Battle of Gettysburg through the eyes of generals Robert E. Lee, Joshua Chamberlain, James Longstreet, and John Buford, and the other men involved in the actionRead MoreKiller Angels By Michael Shaara850 Words   |  4 Pages In the Pulitzer Prize winning civil war novel Killer Angels, Michael Shaara covers five days of the historic battle between the Northern and Southern United States at Gettysburg. Both the North and the South fought for freedom, although they did not have equivalen t definitions of freedom. The North and the South were unwavering in their beliefs and their hope for a better United States, but what the two butted heads the most on was slavery. The South was a primarily agrarian region which reliedRead MoreThe Killer Angels By Michael Shaara1117 Words   |  5 Pages Michael Shaara’s 1974 historical novel, The Killer Angels, covers the story of the four days of the Battle of Gettysburg that also features maps for visualization. The format of the story is well organized. It begins with a Foreword, which describes in great detail the armies and soldiers involved in the battle. It follows up with four sections and within each section there are chapters that are written in chronological order, covering the events between Monday, June 29, 1863 and Friday, July 3Read MoreThe Killer Angels By Michael Shaara Essay1255 Words   |  6 Pages In the novel The Killer Angels by Michael Shaara, the story is told from the perspective of the men that fought in the war of Gettysburg in Pennsylvania on July 1863. We are able to see both sides of the combatants, their struggles they faced, friendships acquired, losses, personal stories and their views. In history we only learn the superficial information of how it occurred in the battle and the outcome of it, but we do not know how it happened and how much effort it took to fight in thatRead MoreThe Killer Angels By Michael Shaara1123 Words   |  5 PagesThe Killer Angels Novel written by Michael Shaara describes the Gettysburg battle from the perspective of Robert E. Lee, James Longstreet, various soldiers from both sides, and other men who fought in the battle. This author makes the reader go back in time and actually makes the reader depict the circumstances, and situations that soldiers and generals faced. This Novel makes the reader know that both sides were eager to win, and bring this bloodshed to an end. This amazing Novel shows how neighborRead MoreThe Killer Angels By Michael Shaara852 Words   |  4 PagesThe Killer Angels by Michael Shaara was not just a fiction novel, it was a story of a man who actually saw the battlefield of Gettysburg and learned about the battle and its importance. When he returned from the battle sight he decided to write a novel based on his experience there. Instead of creating fictional characters he used the names and experiences he had directly with the main characters of the novel. Not only did Shaara study and review letters, documents and journal enteries of the menRead MoreThe Killer Angels By Michael Shaara1206 Words   |  5 PagesShawn Gacy American Lit. Mrs. Moyer September 11, 2015 Summer Reading The book I chose to read over the summer was the book The Killer Angels, by Michael Shaara. The Killer Angels tells the story of the Battle of Gettysburg. On July 1, 1863, the Confederate army, and the Union army, fought the largest battle of the American Civil War. When the battle ended, fifty one thousand men were KIA (Killed In Action), wounded, or MIA (Missing in Action). All the characters in this book are based

Leadership Styles Of Captain William Bligh - 1076 Words

Compare and Contrast the Leadership Styles of Captain William Bligh verses Lieutenant Fletcher Christian. The topic of leadership evokes curiosity about our leaders and their approaches in decision making, leadership styles and the effectiveness of their leadership. At time leaders are critiqued for their actions or views on different business affairs. In today’s working environment leaders set the tone, vision, and goals of any organization. Leadership has a huge impact on the culture of an organization and how people communicate within the organization (Northouse, 2009). The actions of leaders should inspire and positively impact their followers. The approach of leaders in handling adversities highlights many features of their†¦show more content†¦Due to the rigid ways in which he enforced his rules there was little or no balance as it relates to authority and the moral of his ship men. Captain Bligh ruled with fear, animosity, and cruelty which showed strong virtues of an autocratic leader. He was very dictatorial as well as tyrannical in his dealings with the members of his crew. In comparison to Captain William Bligh’s leadership style, Lt. Fletcher Christian tried to establish a more subtle approach to leadership. His democratic leadership abilities influenced his interactions and relationship with everyone aboard. His tactic was to have everyone share their views openly, build rapport, invite discussion and as such build commitment. Christian practiced compassion and empathy that promotes the democratic leadership style. The leadership styles practiced by both men were somewhat similar because they ultimately shared the common goal of getting to their destination safe, fast and efficiently. Christian was an aristocrat; born in an affluent family. His actions demonstrated that of a leader. Captain William Bligh was crafty, skilled, and a well decorated seaman. A leader, Captain Bligh by order of travel experiences, and he earned the right to his decorated uniform. The difference in their leadership style was noticed very early into the voyage. The first face-off between the men highlighted the similarities and differences in their leadership styles. The conflict was centered on the form of

EMA- Extending Professional Learning Part 1 Free Essays

string(101) " items from around the room to place in to the containers, cover up and keep safe until mum arrived\." EMA- Extending Professional Learning Part 1 (100) In my EMA assignment I will be reviewing various points of my learning during my studies with the OU. I will be reflecting on how my role as an early year’s practitioner and understanding has developed over the past year and what I feel I have achieved to date. When referring to my setting, and the children who attend, I will change all names so as to protect identity and maintain confidentiality. We will write a custom essay sample on EMA- Extending Professional Learning Part 1 or any similar topic only for you Order Now see Appendix1) I have been an Ofsted registered childminder since 2008 and currently I have three children in my care. Part 2 (1299) When reflecting through my studies I can see how I have developed as a practitioner. In TMA 01 I described my role as â€Å"making sure the children are kept safe and secure at all times. My daily duties involve supporting the children at activities by talking and listening to them, asking them open ended questions and assisting them wherever they need support†. Block 1 discussed ‘roles in the workplace’ (pg. 2) highlighting for me how I have had the opportunity to do so much more as I have been able to ‘put some of myself’ into my role, making it a more enjoyable and more personal experience, which effectively has given me great satisfaction and made me feel valued for my contribution into the children’s life knowing that I have made a difference to their learning and development by supporting, praising, leading by demonstration and playing alongside them. During my studies to date I have gained new perspectives of the Early Year Foundation Stage (EYFS) and how to use it effectively. I now feel very confident in using the Practice Guidance when observing children, using the â€Å"look, listen and note† section to help me â€Å"plan appropriate play and learning experiences† ( Eyfs,2008, pg. 11). As I explained in my TMA01, my dream is to open my own nursery . I have enjoyed studying E100 as it has given me a better understanding and more confidence as I feel better equipped when dealing with new situations such as working alongside other professionals from different settings and working with parents. I particularly enjoyed learning about heuristic play, which is discussed in Chapter 10 in Working with children in the Early Years. I have begun to save, as suggested by Holland (2010, pg 114), a variety of objects for the children to use during their play, and to be used for collage activities. For example I have taken an old collection of buttons and the children gathered around the table, we played a variety of games with the buttons including role play by giving them characters and using a made up story line initiated by the children. I think it is an invaluable way to learn as children are discovering for themselves using their initiative and natural curiosity and as Holland (2010) states ‘There is no question of success or failure’ (pg. 114). As I stated in TMA 01â€Å"I believe that all settings would benefit by basing their overall ethos around heuristic play† as I think it would be easy for practitioners to provide simple objects at a fraction of the cost of catalogued early years toys. Heuristic play encourages children to discover solutions for themselves and use their initiative when playing with the props provided. Over the past year I have observed many children within my setting. I have learnt that children are inquisitive natural learners who carefully absorb knowledge from experience, through interests and from things they observe around them wanting to know all about what they are seeing and experiencing. The challenge for early year’s settings is to find ways to support children’s learning and development by creating a learning environment that supports their natural curiosity. Study Topic 10 discusses how early years practitioners could be seen as ‘organisers, facilitators and initiators‘(ST10, pg 95). I could identify with this when reflecting on my practice, as an ‘organiser’ I arrange the environment by ensuring areas look inviting and I have appropriate activities for the children to chose from. This is discussed by Robson stating ‘settings, and the ways in which we organise them, then, have an effect on all of those within them’ (Reader 1, chapter 22, 2010, pg 223). As a ‘facilitator’ I engage with the children during their play supporting them at activities by talking and listening to them. I particularly enjoy reading to children and as the childminder reading in the course DVD I like to encourage them to join in with the parts they know, the rhyming and listening to their views on the stories. ( E100, DVD 2009). As an ’initiator’ I encourage the children to try new experiences and the activities that I offer by leading, demonstrating and being a good role model. I understand how confidentiality is an important factor in keeping children safe from harm as the information held by practitioners is key to their safety. However it is also equally important to share information with other relevant practitioners when regarding children’s welfare, as did the manager Nicky at the Lark Centre who spoke about the professionals she worked with such as the health visitors for at risk children ( E100, DVD 1). I have discovered that play is vital to children’s learning as all children love to play. Study Topic 3 highlighted that â€Å"play is a valuable activity in children’s learning, what ever the setting you work in and whatever the age of the children† (St 3, pg. 68). I can now relate this to my experience, and by observing children during free play and have found that children do follow similar sorts of repetitive play, which Athey (1990) discussed in Study Topic 3 (pg. 57). It is bearing in mind different kinds of ‘Schema’s’ that have helped me to provide activities for the children. For example one child found it particularly hard separating from his mum. By providing him with a variety of tubs, containers and other carrying objects allowed him to collect different items from around the room to place in to the containers, cover up and keep safe until mum arrived. You read "EMA- Extending Professional Learning Part 1" in category "Essay examples" This helped with his transition into my setting and he -2 is now a confident member who enjoys his time with me. In TMA 01I quoted Jones and Pound who stated â€Å"part of all practitioners responsibility for children’s development is the need to work in partnership with parents† (Reader1,2010, pg 14). By using the EYFS (2008) as guidance I have been able to use the key worker system to â€Å"talk to parents to make sure the needs of the child are being met appropriately† (pg. 15). My setting follows the Early Years Foundation Stage framework which aims to ‘Help children achieve Every Child Matters (ECM) outcomes by: setting the standards, providing equality and consistency , laying a secure foundation for future learning’ (EYFS, pg 7), and as stated in the reader 1 ‘Provides the framework and guidance for practitioners to use in achieving the key outcomes of the ECM agenda’ (reader 1, 2010, pg 1). I have learnt that the health, safety and well-being of the children within the setting is paramount at all times which means, as I discussed in TMA 01 must achieve this by having in place, and following, the settings policies and procedures. It was whilst working through the activities in Block 1 (Study Topic 1 pg. 20) that I realised just how many policies are needed in order to meet the requirements of the EYFS statutory framework. For example a safeguarding policy which must meet certain â€Å"specific legal requirements† (EYFS, 2008, pg. 2) covering different required elements such as â€Å"safeguarding, information and complaints, premises and security, outings and equality of opportunities† (EYFS, 2008, pg. 22-25). Reading these policies has made me realise how much ground work has to be done in order to make an Early Years setting fully operational, in line with the Early Years Foundation Stage. I have learned that the sharing of information with parents is an i mportant aspect for children’s learning and development as they are the ones who know their children the best. The EYFS (2008) framework states â€Å"close working between early year’s practitioners and parents is vital for the identification of children’s learning needs† (pg. 10). This theory is also -3 supported by Draper and Duffy (2010, pg. 271) who stated â€Å"parents are experts on their own individual child† Part 3 (750) As I discussed in TMA 01 when watching the DVD I saw very little comparison to the settings that were shown overall layouts and designs as the setting I work in, is in my own home which offers different play areas with different furniture, equipment and materials. I did however see similarities to how the staff, such as Kerry at the Lark Children’s Centre (E100 DVD 1), were very supportive and encouraging with the children assisting them where needed but giving them enough space to try out things for themselves. I found the study topics in Block 1 very interesting as they discussed children’s ZPD which is where ‘children operate on the edge of their capabilities †¦ with the help and guidance of a supporting adult† ( St 3,pg 65). The ZPD is something I now bear in mind during my daily practice. I am always trying to think of the children’s ‘next steps in teaching and learning’ which is suggested by Vygotsky (1978) in Chapter 22 of Working with children in the early years (Nutbrown, 2010, pg 244). After studying this I was able to make links between the children I have observed in my setting, understanding how they have learnt and developed their skills over the time in which I have been looking after them. For example in TMA 03 I observed a 2. 5 years old girl at the sand pit where I offered her my support through the process of building sandcastles (See appendix 2). Today the girl, who is now 2. months, is able to confidently build a range of sandcastles using a variety of different shaped tubs and containers. It is witnessing evidence like this that helps me to fully understand Vygotskys ‘zone of proximal development’ theory and can agree that â€Å"guided problem solving† (Gifford, 2010, pg. 161) is how children learn to solve -4- problems with the support of the adults around them. I will take the knowledge I have gained about children’s ZPD in to my work setting and use it to help me plan stimulating activities for the children. I have learnt that looking at what children can do should be the starting point for practitioners when doing any planning, which can be done through a variety of observations. I have discovered that through observations practitioners can follow the interests of the children expanding these interests on to various areas of learning. The EYFS (2008) states that â€Å"observations help practitioners to decide where children are in their learning and development† which then inevitably enables them to plan appropriate play and learning experiences ( EYFS 2008,pg. 1). Study Topic 3 noted â€Å"it is an essential part of your role as an early year’s practitioner to recognise children’s existing achievements and establish strategies for their future learning’ ( ST 3,pg. 72) I can agree as I have learnt that looking at what children can do should be the starting point for practitioners when doing any planning, remembering that children are all individuals with a v ariety of unique needs. I have discovered that through observations practitioners an follow the interests of the children expanding these interests in to various areas of learning. In my setting I feel there are ample opportunities for the children to learn and develop across all the areas of learning within the Early Years Foundation Stage. Continuous provisions include a role play area, messy play, book/cosy corner and a computer area, also a fully enclosed garden, at the back of the propriety is available offering different types of physical activities. I discussed in TMA 04 how it would be easy to label each area with a specific area of learning but I have found that the activities and experiences that are available for the children will cover more than one area of learning in a more holistic way. -5- Wood (2010) explained that practitioners should actively listen to children in order to gain a better understanding of their needs. I can agree with Wood as in practice I have found that, like other professionals, not only listen to the children but respond accordingly to their requests wherever possible. For example if a child asks for a particular activity, toy or game then i respond by following up on that request from the child. I have discovered that by actively listening to children I have been able to learn about what they like and dislike better equipping me for planning for their needs by providing activities and experiences based upon their interests. Part 4 (849) As stated in my TMA 01 ‘ I have been an Ofsted registered childminder since 2008’ on both Early Years and the compulsory and voluntary parts of the childcare register. I am able to care for a number of four children under eight years of age, no more then two may be in the early years age group, and of this only one may be under one year. Currently I have in my care a number of three children, one under one and two children in the early years age group. The children attend full-time and part-time sessions in my setting. In TMA 04) I wrote about the importance of building links with outside agencies and the experience up to date has only strengthened my realisation of this. Jones and Pound described multi-agency working as â€Å"a practical and evolving process of negotiation and communication between groups of professionals, occupations, sectors, agencies and disciplines† (reader1,Jones and Pound, 2010, pg. 67). My setting has good links with the local authorities early year’s team who are always on hand to advice on any issues that may arise and I‘m also a member of the childminders network from which I get lots of support. The local authorities also keep me informed about any training opportunities and courses available and to which to attend in the future. In practice I have seen how these multi-agencies have helped some children and their families such as a mum and dad who were struggling to cope with their 3 year old son’s behaviour. I have called the early year’s team at the local authority describing to them how he behaved in the setting and highlighting how the parents were feeling. The early year’s team made an appointment to come in and observe the boy and talk to the parents. The outcome was that the boy got one to one support and his mum and dad got support in their home from a childcare professional who showed them how to organise, play and manage their son at home. I can agree with Harrison et al. (2003) who considered the potential benefits of multi-agency working suggesting that â€Å"it centres energy and resources on a common problem, enabling a coherent and holistic approach to services for children† (Jones and Pound, 2010, pg. 66). I feel the service that this family received was invaluable as they were crying out for help and just did not know where to turn. It was the multi-agency way of working that knitted together various professionals to support the family in a holistic way. I am continuing my studies with the Open University having enrolled on U212, which is a required module of The Foundation Degree in Early Years. I will continue to work through the required modules in order to fulfil and reach my long term goal within early years. Reed (2008) in Study Topic 18 looked at the qualities of a good leader, I feel as a result of studying this course my qualities are: 1I feel confident when it comes to taking the initiative I am a reflective practitioner able to work through processes and develop effective strategies. 3I fully embrace multi-agency working as I feel it is vital when working with children. 4I engage in training in order to further my knowledge See appendix 3 for my full PDP I chose to study with the Open University as I felt I lacked the knowledge to know how to support children fully but was also able to work with child ren in practice gaining the valuable experience needed in order to meet the expectations of the required elements for the TMA’s. To conclude, I have enjoyed the challenge of studying E100 and I feel I have already developed my role as a practitioner by, for example, the way on a daily basis I ensure the children’s well-being is protected at all times by things like doing risk assessments, behaviour management and health and safety checks which was highlighted for me during some of the activities in Block 1 I feel I have built up a vast amount of knowledge surrounding early years practice and my understanding of how children learning has developed and with the support from other childminders, and the research I did at home, I had lots of information to use in my TMA’s. I found the feedback I received from my tutor very helpful as it was constructive and straightforward to follow and it was reassuring knowing that I could email my tutor at any time to clarify any points of the TMA I was unsure about. The only trouble I had was trying to achieve the correct word count, frequently going over the allo wed count. My next course with the Open University stars in October 2012 which will help me to achieve my goal of completing the Early Years Foundation Degree. I firmly believe this course has made me look at why I do things the way I do and will enable me to move on to higher professional roles in the future. References Department for Children, Schools and Families (DCSF) (2008) Practice Guidance for the Early Years Foundation Stage, Nottingham, DCSF. Department for Children, Schools and Families (DCSF) (2008) Statutory Framework for the Early Years Foundation Stage, Nottingham: DCSF. Draper, L. and Duffy, B (2010) ‘Working with parents’ in Cable, C. Miller, L. and Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. DVD 1 (2009) Lark Children’s Centre. Gifford, S. (2010) ‘Problem solving’ in Miller, L. Cable, C. and Goodliff, G. Supporting Children’s Learning in the Early Years, Oxon, David Fulton. Holland, R. (2010) ‘What’s it all about? – how introducing heuristic play has affected provision for the under-threes in one day nursey’ in Cable, C. Miller, L. and Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. Irimia, L ,2011 (TMA 01) My self, My setting and My roles and responsibilities Jones, C. and Pound, L (2010) ‘The roles and responsibilities of leaders’ in Cable, C. Miller, L. and Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. Jones, C. and Pound, L (2010) ‘Leadership in a multi-agency context’ in Cable, C. Miller,L. nd Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. Pound, L. (2010) ‘Born mathematical’ in Miller, L. Cable, C. and Goodliff, G. Supporting Children’s Learning in the Early Years, Oxon, David Fulton. -9- Wood, E. (2010) ‘Liste ning to young children: multiple voices, meanings and understandings’ in Cable, C. Miller,L. and Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. Appendix 1 Ethical statement Title of course: The early years: developing practice I am undertaking a _________________ course at __________________ that involves the study of children operating at, or within, the 0–7 year old age range. I will be studying a wide range of topics around early years practice and conducting small-scale research projects concerned with enhancing my own professional practice. I would be grateful if you would allow me to include my observations and assessment of your child in my work, and could confirm this by signing the slip below. The following statements provide professional and ethical guidance for my work.  § The findings will be incorporated into my assignments, which will form part of my degree portfolio. Once the study has been assessed, a copy of my work will be kept for reference purposes only.  § The setting’s/school’s and participant’s anonymity will be safeguarded. For the purpose of my studies, pseudonyms will be used throughout. All transcriptions of conversations will be signed by the participants to indicate their approval of the transcripts’ used and to confirm that they are a true record of the conversation.  § Any records, questionnair es and other evidence will be kept in a secure environment and will not be made available to other persons apart from tutors connected with the course.  § The head teacher/setting manager has given permission for me to follow this course, and is aware that I will be using data collected from children in my care  § I am being supported by tutors throughout the duration of the course and they will guide me in the appropriate collection and use of my findings. After the final assessment of my course, the archived material will be destroyed. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (Student: please tear off this strip after the parent/carer has signed and dated it and keep it in a safe place. ) I give permission for data relevant to my son/daughter to be used in the purposes of your studies. I may withdraw my permission at any time. Child’s name †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ || Signed parent/carer: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Student’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | Manager/head teacher’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | -10- Appendix 2- Observation 2 Time and date: 09:57am 10/01/2012 Area of play: The sand tray area which has a large rectangle sand tray with different scoops, containers, natural objects and vehicles in it. Observation: Amelia is stood between two children at the sand tray still wearing her nurse’s outfit from the role play area. She has the baby doll she was making better in the pram behind her and she has one leg firmly wrapped around the pram front wheel. Amelia is trying to fill a small bottle container with sand using a large green spade. Each time she turns the spade over with the sand, which is quite damp, falls off. She relentlessly carries on until there is some sand in the bottle. Amelia begins to shake the bottle holding it above her head and trying to peer inside the small bottle. I asked her what is she looking for inside the bottle and she replies: ‘my sand castle’. Then I asked her if she will like help with building a sand castle. She replies ‘yes, but can I have it? ’. I said ‘of course’. Amelia beams with delight. She helps me fill a large castle shaped bucket using the large green spade. I slowly count each load and I ask Amelia how many did we put inside. Amelia replies ‘eleventyfour’, I tell her ‘six’, which Amelia repeats and continues counting. When the bucket was half full I asked Amelia if we need more sand inside. She replies ‘yes lots more, lots more!! ’. When the bucket is full I asked Amelia to help me turn it over telling her that it’s really heavy. She tries to help me holding on to the bottom of the bucket. Then I asked Amelia to tap the bucket 3 times with her spade. Amelia counts ‘1 2 3’ heavy taps then we both lift the bucket. She smiles with delight as the sand castle appears. Immediately she bangs it down with her spade and says ‘again, again’. The process is repeated again a few times, ith the other children joining in with us, then Amelia turns over to her pram and leaves the sand tray. Time ended: 10:05am Links to EYFS: Problem solving, Reasoning and Numeracy. Numbers as labels and for counting. 22-36 months. ‘Use some number language suc h as ‘more’ and ‘a lot’. Knowledge and understanding of the world. 22-36 months. ‘Use others as sources of information and learning’. -11 Next steps: To continue to provide more role activities for Amelia. To provide more opportunities at counting activities and counting during play such as counting wheels on the prams, steps, rhymes and songs, further developing problem solving, reasoning and numeracy as well as communication, language and literacy development. My future goals (for me and my setting)|Ho I will achieve them | Short-term goals:To study the requirements for the NEW EYFSTo research and further my knowledge and understanding of Heuristic play. |To Complete and pass E100To research, after completing this course, heuristic play via various media sources. | Medium-term goals:Complete U212 (which I will start in October 2012)Complete Early Years Foundation Degree with the Open University. |Complete and pass U212Enrol, complete and pass the required modules| Long-term goals:Open my own nursery|Research about requirements and founding. | Appendix 3 Personal Development Plan and how I will achieve them How to cite EMA- Extending Professional Learning Part 1, Essay examples

Bsn Nursing free essay sample

This paper explores my reasons for obtaining a Bachelors Degree in Nursing. I believe the BSN should be the minimum requirement for the professional nurse. The BSN is the gateway to advancing the nursing career, but is also prepares one for the newest opportunities in nursing outside of the hospital. Obtaining a Bachelors Degree in Nursing. Currently , there are three types of Registered nurses: the diploma nurse, the associate’s degree nurse and the Bachelors Degree nurse. The diploma nurse attends a hospital based program which varies from 18-24 months. The Associates degree nurse attends either a community college or university and is about three years. The Bachelors Degree is a four year program at a university. There have been copious debates about the minimum required education of being a professional nurse. The American Association of Colleges of Nursing (AACN), American Organization of Nurse Executives (AONE), American Nurses Association (ANA) and other leading nursing organizations recognize the BSN degree as the minimum educational requirement for professional nursing practice (American Association of Colleges of Nursing, 2013). We will write a custom essay sample on Bsn Nursing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page With the health reform, the healthcare system is using more evidence based, cost effective goals. To ensure the goals are met, health care professions should be educated and have advanced skills. Having a nurse with a BSN shows that this nurse has education, some advance skills, and is able to be further educated. However, there are still diploma and Associate Degree nurses practicing. They should be encouraged to continue their education to help fulfill the nursing gap between new nurses entering and seasoned nurses retiring. I agree that a BSN should be the minimum requirement for professional nursing. As we look at the word professional. â€Å"Professional means following an occupation as means of livelihood or for gain† (Professional | Define Professional at Dictionary. com, n. d. ). The nurse cannot advance a career in nursing very far without having a BSN. Most hospitals today are even posting BSN preferred in order to staff with nurses capable of caring for the complex demands in healthcare (American Association of Colleges of Nursing, 2013). Having a BSN means I am not content with just meeting the minimum requirement of being a nurse. It is the thin line to becoming a professional nurse and just having the title as a nurse. It means that not only do I have great bedside manner but, I am also and effective leader. I am knowledgeable about current events in nursing. I can provide quality and cost efficient care for my patients. I can critically think outside the box. Last but not least, I am determined to continue my education to stay current with the ongoing changes and improvements in the healthcare industry. Once I have completed the BSN program, I will be better-rounded. My skill set will supersede the basic bedside manner. I will be aware of the different cultures and alternative therapies. I will be in a better position to communicate with these patients and their families. I will also be updated with the latest research in nursing. I will be able to follow trends and determine what is improving or hindering the quality of care in my own workplace. I will also become a better leader and manager. I can become a better advocate for the patient and share with them resources in their community that they can utilize. Also, knowing community resources to help poor and low income families with basic needs and preventive services is very helpful. Overall, I will be better equipped to think out of the box and keep up with the expanding opportunities. Nursing today is expanding far from typical hospitals. There are opportunities for nurses in home health, nursing informatics, case management, and outpatient community clinics. Between 1996-2008, the number of registered nurses in community health settings, including home health care rose to 14. 2 percent (American Association). Having a BSN will prepare you with the knowledge you need to be successful in this multitude of opportunities by giving you that extra boost of information not obtain in any of the other programs. The BSN is the welcoming into the â€Å"Profession† of nursing. It is different from having just a nursing job. I am sure one will feel much more fulfilled when they know they actually make a difference and can contribute to a cause. The BSN is the best route to a successful claim in the healthcare industry and a solid step to climb the career ladder in nursing.

The Debt An Economic Catastrophe Essay Example For Students

The Debt: An Economic Catastrophe Essay The Debt: An Economic CatastropheFew national economic issues have generated the same kind of concern as has thefederal debt problem of Canada. There is a pressing need for long-term policiesto lift Canada out of the national debt hole it is in. Eliminating the debtwill not only free up money being spent on interest and reduce taxes, but makeCanada a more feasible place for future generations to live and work. Interest on the debt has eroded the governments ability to fund its ownoperations and essential social services. Presently, thirty-five cents of everytax dollar the federal government raises is used for interest payments alone onthe debt. Though there have been operating surpluses within the federalgovernment, they have been eaten up by the debt interest payments. Few peopleunderstand the devastating effects of compound interest. The debt, at acompound rate of 10%, doubles in seven years, quadruples in fourteen years, andis eight times as much in twenty-one years. This creates great difficulty forgovernments to slow the debt, much less eliminate it. Our federal debt growsall by itself to the tune of approximately ninety million dollars every day. We will write a custom essay on The Debt: An Economic Catastrophe specifically for you for only $16.38 $13.9/page Order now This may seem hard to digest, but it is reality. The need for debt eliminationis vital if Canada wants to free up billions of dollars being spend on interestpayments. Two approaches may be taken to this. First, an increase ingovernment revenues through higher taxation may be considered. However, taxesare already at a point where some people feel they are working merely to pay thegovernment, rather than support themselves. Second, a restraint on governmentspending by means of cutbacks may be a path, possibly a difficult one, to theroad of eliminating our federal debt. Either way, it will be the young citizensof Canada that will have to pay for previous government overspending. Ournational debt, after all, is an internal debt, owed not only by the nation butto the nation. If our children have to pay the interest, they will pay thatinterest to themselves. (Franklin Delano Roosevelt)As our debt continues to increase, so do the taxes that Canadians are paying. Thirty-five percent of our taxes are being paid to reduce the debt, leaving therest to fund government programs such as health care, education, and jobcreation. For every benefit you receive a tax is levied. (Ralph WaldoEmerson) However, a long look must be taken at how the tax dollar isdistributed to various programs to determine which ones need more funding, andwhich should be receiving less. There is, by no means, excess money to spendfoolishly; that is what got Canada into the financial crisis it remains in today. But by restricting the growth of program payments, eliminating some programsand cutting back on others, and by having higher income individuals pay back agreater share, dollars are now being reassigned to the most essential programsand to needy Canadians. The battle to reduce tax waste and increase efficiencycontinues across all government departments. Nevertheless, Canadians now claimthey are being taxed to death. And the only way to stop this excessive taxationis for the government and citizens to work together to fight the debt, andsubsequently, less tax dollars will be needed to pull Canada out of thefinancial crisis it is in. There is no doubt that a debt-free country would be the greatest place in theworld to live and work. There would be adequate funding for job creation bymeans of public and private investment, tax dollars would be spent responsiblyand wisely, resulting in tax relief but still receiving essential services, andsocial spending would be prioritized to ensure the long-term survival of socialprograms that Canadians value and need. However, the position Canada is in nowgreatly differs from this. Canadians are out of work. Our government spendstoo much, owes too much, and taxes too much. This vicious cycle drains thelifeblood out of the economy, scares away private investors who create jobs, andmakes Canadian products less competitive. Taxes are too high. Government over-spending has led to enormous interest payments on the debt, driving up the taxburden on individual Canadians. And finally, our health care system is incritical condition. Out-of-control government spending is the greatest sin glethreat to health care and other social programs in Canada. As one can see, thedebt-free scenario is much more attractive. This would unquestionably draw morepeople to Canada to live, raise families, and work, consequently stimulating thefederal economy. .uecf0ba285fdd62d48e66477c5e89b5d5 , .uecf0ba285fdd62d48e66477c5e89b5d5 .postImageUrl , .uecf0ba285fdd62d48e66477c5e89b5d5 .centered-text-area { min-height: 80px; position: relative; } .uecf0ba285fdd62d48e66477c5e89b5d5 , .uecf0ba285fdd62d48e66477c5e89b5d5:hover , .uecf0ba285fdd62d48e66477c5e89b5d5:visited , .uecf0ba285fdd62d48e66477c5e89b5d5:active { border:0!important; } .uecf0ba285fdd62d48e66477c5e89b5d5 .clearfix:after { content: ""; display: table; clear: both; } .uecf0ba285fdd62d48e66477c5e89b5d5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uecf0ba285fdd62d48e66477c5e89b5d5:active , .uecf0ba285fdd62d48e66477c5e89b5d5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uecf0ba285fdd62d48e66477c5e89b5d5 .centered-text-area { width: 100%; position: relative ; } .uecf0ba285fdd62d48e66477c5e89b5d5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uecf0ba285fdd62d48e66477c5e89b5d5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uecf0ba285fdd62d48e66477c5e89b5d5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uecf0ba285fdd62d48e66477c5e89b5d5:hover .ctaButton { background-color: #34495E!important; } .uecf0ba285fdd62d48e66477c5e89b5d5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uecf0ba285fdd62d48e66477c5e89b5d5 .uecf0ba285fdd62d48e66477c5e89b5d5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uecf0ba285fdd62d48e66477c5e89b5d5:after { content: ""; display: block; clear: both; } READ: Enders Game EssayThe journey to a debt-free Canada will not be a short one. Nonetheless,measures must be taken to eliminate this economic catastrophe before it getsmore out of hand than it already is. We must learn to live within our means,and understand that we can no longer spend money we do not have. Some debtsare fun when you are acquiring them, but none are fun when you set aboutretiring them. (Ogden Nash)BibliographyEmerson, Ralph Waldo. Quotation Homepage: http:www.lexmark.com/data/quote-21.html. Nash, Ogden. Quotation Homepage: http:www.lexmark.com/data/quote-21.html. Roosevelt, Franklin Delano. Quotation Homepage:http:www.lexmark.com/data/quote-21.html.

War Propaganda in WWI and WWII essays

War Propaganda in WWI and WWII essays During the First World War, people started realizing that campaigns and techniques of mass persuasion were working their way around the world. It was not the first instance of the use of propaganda, but it was the period in which it was relied upon heavily to manipulate the masses. In light of this excessive use, it was immediately labeled as an evil to orchestrate people to a certain way of thinking because it was slanted toward a particular position. The term "propaganda" originated with the Roman Catholic Church and its efforts to propagate its faith. The creation of the Congregation for the Propagation of the Faith was partly a response to the Protestant Reformation. It set up centralized control and coordination of the Church's basic religious messages. Its persuasive techniques are regularly applied by politicians, advertisers, journalists, radio personalities, and others who are interested in influencing human behavior. It entered into popular usage referring to a deceitful communication, and it was consequently used to refer to many communications of totalitarian regimes, such as the fascists, the Marxists, and the Nazis. Also known as the "Big Lie," this technique was popularized by Josef Goebbels, the Nazi minister of propaganda, who said that "People would believe anything, no matter how false, as long as it was repeated consistently and confidently." To fully understand Hitler in 1933, one must realize that ever since the Balkan Wars, great nationalism was promoted in Europe. Perhaps this was the first step toward propaganda. There were incredible debates over social tensions rising and new domestic policies which induced nationalism, a crucial point leading to the Great War. People were greatly impressed by their own nations' strength and were careless of the risks of wars and social revolutions. As the war progressed in 1914, by August, the people thought that their soldiers would be home for Christmas and this was...

The Impact Of EU Membership on Estonia Essay Example | Topics and Well Written Essays - 4000 words

The Impact Of EU Membership on Estonia - Essay Example loose monetary policy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...21 Currency board†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..21 Fiscal policy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...26 Tight and loose fiscal policy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..26 Debt†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...â⠂¬ ¦27 Deficit†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦28 Maastricht criteria†¦Ã¢â‚¬ ¦... †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.31 Agricultural and regional conditions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.32 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.34 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.35 Appendix†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...38 1. Introduction In 1997, EU decided to give 5 central and Eastern Europe countries a chance to join EU, one of the countries was Estonia. This is where the journey of Estonia into joining the EU started. In 1998, Europe agreement came into force and this was the legal basis between Estonia and EU until 2004 when a full accession treaty was signed in 2004. The Europe agreement contained cooperation’s in political affairs, economy, trade, crime prevention and culture (Angelopoulos, Economides, and Kammas 2007, p.890). The agreement promoted bilateral relations between Estonia and European Union. The agreement also helps Estonia ambitions to grow its economy and carry out comprehensive reforms in leadership and trade. Further more, it created conditions for expansion of free trade relations. Some of the reasons why Estonia wanted to join the EU was t o have free trading conditions for agricultural products, fish products and processed agricultural products (Angelopoulos, Economides, and Kammas 2007, p.890). They also wanted the subsidies for EU agricultural products eliminated on agricultural exports and bringing to an end the unfair practice of anti dumping. Another reason was the problem of customs and duty free services that Estonia encountered

Role of the Internet on literature Essay Example | Topics and Well Written Essays - 1000 words

Role of the Internet on literature - Essay Example n and the benefits that businesses derive from internet, this paper will argue on the positive role that internet plays in the lives of human beings in enhancing literacy. The UN convention on the Rights of the Child sets out that every child has a right to develop a full potential free from hunger and want, protection from harmful influences, abuse, and be allowed to have a full and harmonious development of his personality (UNHCR, 1997). These principles can become a reality only when the family and school together put in their best efforts in the guidance and protection of the child. Ignorance prompts children to commit cyber crimes and the best way to combat this is through the right education. According to Branigan (2000), technology and computer provide power equally to an adult or a child. If the children be taught the proper behavior of going online, the online crimes can be curbed. Children are taught not to go to someone else’s home and roam about but when it comes to the internet the perceptions are distorted. They have to be made conscious of the similarity. Children do not realize that hacking is a crime and they use the computer a s a weapon (Cybercitizenship, n.d.). The responsibility lies with the parents and the school authorities to insure that the children are taught not just to use technology but to use it productively and wisely. The same internet is used for education and also to download obscene material. The children should be made to understand that this is theft of intellectual property and need guidance at this stage. The only way that such crime rates can be lowered if not eliminated is to educate the children adequately on the consequences. In an organization managers report abuse of the internet by the employees, which leads to time wasted on non-work related email, online chat, online shopping, downloading of games, music, and software, and thereby making the system vulnerable to virus. The efforts of companies in implementing

Critique Essay Example | Topics and Well Written Essays - 500 words - 8

Critique - Essay Example The strong dialogue delivery by the actors and their performances has played a key role in making this movie an exceptional one. It is impossible to make an exceptional movie with an utmost perfection without an excellent direction and a strong story. Joel Coen and Ethan Coen have perfectly represented the deteriorated situation of law and order of New Mexico. The film contains all the elements present in a western society with no law and greater violence filled with hatred and agony that is so visible from the way the directors have represented the perfect western violated society. The movie has the perfect cinematography, editing and shot composition that together have made this movie a flawless masterpiece. Every shot is captured beautifully. For example Moss is hunting when he spots a hunting dog. Here the scene â€Å"Cuts to† the far away scene of four to five pickup trucks; with opened doors and no people in it. Then it again cut to the scene of Moss standing in between the dead bodies and the dead dog. The balance and the sequence between the shots are clearly visible. Another example of a glorious sequence is when Moss starts heading along the tire tracks which is hardly visible in the tall grass, the scene cuts to the place where Moss spots the tree where he thought that the man with the money would have stopped, then its cuts again and Moss is seen on the dead body of that man. From there is gets into his car, within a second in his home and the other second he is shown talking to his wife. The entire sequence is flawless and captivating. The movie has shown so much blood-filled scenes that may be something that few of the audience may find it hard to watch. The directors have tried their best to go with the novel without any alteration; only where it was necessary for them to change. This has enhanced the strong screenplay of the movie. The

The Role Of Global Manager Commerce Essay

The Role Of Global Manager Commerce Essay Global manager is a manager who has specialization to manage in different skills of management. A person who manages or works globally/internationally. Who has a head quarter. He has to play multidimensional role by combining his technical skill, people skill and soft skill. A manager must have combination of hard as well as soft skills. He must be able to organize analyse and motivate people at international level. Â   A manager whose portfolio may include securities of firms that are located throughout the world -:- GLOBAL MANAGER -:- There are 3 types of specialists irrelevant field of managing. Business Managers Country Managers Functional Managers There are top executives at corporate Headquarters . Who manages the complex interactions between the three and can identify and develop the talented executives that a successful transnational requires. Transnational integrate assets, resources diverse people in operating units around the world. Through a flexible management process in which business,country and functional are included. 1. Business Managers: Business Managers are the managers who manages business of a particular organization or a firm. 2. Country Managers: Country managers are the mangers who manages nationally. Say for example. (Prime Minister) is said to be Country Manager. 3. Functional Managers : Functional managers are the managers who manages a particular department only. Global Management is a capability that achieves multinational businesses value and need in the international marketplace. Companies that operate across international borders need executives and managers who understand cross-cultural customs and business practices and how to promote efficiency and optimize profitability in a global environment. Global Management goes beyond how to organize and run a business. It also includes how to operate it in todays business world where many corporations work across international borders. To compete around the world, a company needs three strategic capabilities: global-scale efficiency, local responsiveness, and the ability to leverage learning worldwide. No single global manager can build these capabilities. Rather, groups of specialized managers must integrate assets, resources, and people in diverse operating units. Such managers are made, not born. And how to make them isand must bethe foremost question for corporate managers. Drawing on their research with leading transnational corporations, Christopher Bartlett and Sumantra Ghoshal identify three types of global managers. They also illustrate the responsibilities each position involves through a close look at the careers of successful executives: Leif Johansson of Electrolux, Howard Gottlieb of NEC, and Wahib Zaki of Procter Gamble. The first type is the global business or product-division manager who must build worldwide efficiency and competitiveness. These managers recognize cross-border opportunities and risks as well as link activities and capabilities around the world. The second is the country manager whose unit is the building block for worldwide operations. These managers are responsible for understanding and interpreting local markets, building local resources and capabilities, and contributing toand participating inthe development of global strategy. Finally, there are worldwide functional specialiststhe managers whose potential is least appreciated in many traditional multinational companies. To transfer expertise from one unit to another and leverage learning, these managers must scan th e company for good ideas and best practice, cross-pollinate among units, and champion innovations with worldwide applications. -:- The Skills Of Global Manager -:- This management training course focuses on the interpersonal and management skills you need to be an effective manager. Its an ideal primer for new managers and a helpful refresher for those who have long been in a management role. Discover the difference between leadership and management and what you can do to become a better leader. Understand your role in team communication and what you can do to ensure fewer misunderstandings. Use the Myers-Briggs Personality Indicator and understand how to effectively communicate, deal with conflict and difficult people, and motivate and create a positive team atmosphere. In this class, youll learn how to build, motivate, and maintain an effective, high-performing team. Make the most of your employees skills and abilities by delegating appropriately and avoiding micromanaging. Learn how to link feedback, coaching, performance management, and progressive discipline to ensure top performance and to deal effectively with under performers. Also, learn how to manage time, set priorities for you and your team, and negotiate those priorities with your boss. [As important as] open-mindedness, I think, is recognizing that global management is all about legitimizing diversity. We often talk about diversity in terms of race or gender. But it is really about a total perspective. It is about legitimizing diverse views in an organization, including those based in cultural differences. People from other cultures think, argue, and perceive things very differently. A manager who is sensitive to that will understand and respond much better in a global context. Just living in that world of trade-offs can be invaluable. Understanding how the need for global efficiency cannot always trump the need for local responsiveness, for example. Or having the experience of finding that the brightest marketing person in your organization is in Australia. Or finding the best new product ideas coming out of the U.K. Such experience is invaluable in developing the needed skills and perspectives. Overall skills of Global managers can be measured in a method which is called as PEST+EL. P-Political E-Economical S-Sociological T-Technological E-Environmental L-Legally It can affect political Example: strike in the country. It can affect Economical Example: Economically Country or a Firm should be Sound. It can affect Sociological Example: Due to culture change society is affected. It can affect Technological Example:Technologically it should be correct. It can affect environment Example: environmentally it should be in favour of country. It can affect legal Example: legally taxes in Malta is higher than in U.K. due to jurisdiction. All the above points, any Global managers has to face in their working area. Any Manager who tackles this Situation and get a way out in profit of the company is said to be a sound Global Manager. -:- GLOBAL MANAGERS ROLE -:- GLOBAL MANAGER HAS FOLLOWING ROLES : 1. IN THE CAPACITY OF COUNTRY MANAGER. The global manager has to deal with clients, legal bodies, and immigration authorities on behalf of his office. 2. IN THE CAPACITY OF FUNCTIONAL MANAGER. The global manager has to select right technique, right resources, and software projects to compete at international level. 3. IN THE CAPACITY OF BUSINESS LEADER. The global manager has to make changes in the organization keeping in mind the trend of World and requirement of outsourcing. 4. Multicultural approach to reflect global operations. 5. Shift of focus on soft tools vision ,process and people to achieve objectives . 6. Collaboration with a network of vendors, partners, and customers. 7. Recrutment from global talent pool. 8. Global transfer of human resources 9. Creating a learning Organization 10. Focus on Big Picture respond rapidly to global business environment change. -:- WORK CHART OF GLOBAL MANAGER -:- GLOBAL MANAGER ITALY HEAD QUATER (VODAFONE) MALTA SPAIN INDIA BUSINESS MANAGER BUSINESS MANAGER BUSINESS MANAGER BUSINESS FUNCTIONAL MANAGER FUNCTIONAL MANAGER FUNCTIONAL MANAGER COUNTRY MANAGER COUNTRY MANAGER COUNTRY MANAGER -:- Conclusion -:- In short, Global Manager works worldwide .He responsible for all globally business for the achieve the strategic goal of business .

Anorexia Nervosa and Bulimia Nervosa :: Causes of Anorexia, Bulimia Nervosa

What is an eating disorder? A simple definition of an eating disorder is abnormal patterns of behavior and thought. All eating disorders have shared characteristics. There is fear of becoming fat, drive to become thin, an obsession with food, weight, and calories. Families of sufferers also have an increased incidence of depression, obesity, substance abuse, and eating disorders. Two main eating disorders are Anorexia Nervosa and Bulimia Nervosa. Anorexia is an eating disorder in which a person is obsessed by thoughts of an unattainable image of â€Å"perfect† thinness. This occurs by starvation and/or excessive exercise and can result in death. Bulimia is an eating disorder involving the alternation between the extremes of eating large amounts of food in a short time, and then compensating for the added calories either by vomiting or other extreme actions to avoid gaining weight. There are other eating disorders other than Anorexia Nervosa and Bulimia Nervosa. Some include Food Avoidance Emotional Disorder (FAED), Food Refusal, Pervasive Refusal, Selective Eating, and Appetite Loss Secondary to Depression. Food Avoidance Emotional Disorder was first introduced by Higgs and colleagues in 1989. Sufferers of FAED have a history of food avoidance or difficulty. They also have a disorder of emotions. FAED patients have an absence of organic brain disease, psychosis, illicit drug abuse, or prescribed drug-related causes. Food Refusal is common in young children. "I'm all done." "Mommy, I don't want anymore." "No! I won't eat." These are all common phrases that a child of this problem might utter. These children often need to be bribed with threats of no dessert, or bribing them with their favorite foods. It is hard to distinguish between fads and eating disorders. Food refusers will eat their favorite foods with complete ease and also in certain situations such as a friend's house. Surprisingly these types of children are not underweight and not calorie conscious. This eating behavior is generally viewed as a behavioral problem that usually resolves itself in time. It does not represent a serious threat to the child's health or well being. Described by Lask, "Pervasive Refusal is a condition that is manifested by profound and pervasive refusal to eat, drink, walk, talk or engage in self-care. Children with this particular combination of symptoms do not fit any existing diagnostic category, and suggest that the condition may be understood as an extreme variation of the avoidance behavior seen in posttraumatic stress disorder.

Police Cis Essay

This is known as predictive policing. Predictive policing has led to a drop in burglaries, automobile thefts, and other crimes in some cities. From the 1800’s until about the 1980’s the strategy of many agencies was to have uniformed police randomly patrol the streets, the outcome of these patrols were to hopefully deter crimes with the police presence, interrupt crimes in progress and to apprehend criminals. Since then the random police patrol has in fact lessened with the use of IT to optimize the patrolling. IT is a very important part of law enforcement since we live in a world where talking to the police is shunned upon, so if we can use a software to track and deter crime then it will be vey beneficial. The goal of this was to reestablish relationships between law enforcement agencies and the communities they serve. With the use of IT together the two parties would implement strategies that would examine and resolve many of the issues or concerns in the community, but most importantly the trust between the two groups would be rebuilt. Random patrolling is still necessary to let the community see the police presence. Without the community physically seeing police their opinions of them would be negative. It’s very important to know that IT is used in addition to the normal patrolling method not as a replacement. The four key components of COMPSTAT are time and accurate intelligence, effective tactics, rapid deployment, and relentless follow-up and assessment. Accurate information on crime should be entered daily rather than waiting a long period of time. Time and accurate intelligence usually consists of inputting the following information in the system: the type of crimes taking place, the locations the crimes that are occurring, how the crime is committed and who is committing the crime. Effective Tactics or Processing are tactics that law enforcement officials use to examine the accuracy of the data inputted in the system input. Effective Tactics will examine the data compiled both old and new, develop new strategies, implement tactics that will have a positive effect on social and situational changes, develop tactics for the correlating crime trends. Rapid deployment or Output is the act of effective strategies’ put in place. Rapid deployment normally encourages law enforcement agencies to work together as a joint task force to achieve the goal of the agency as a whole. Relentless Follow-up and Assessment to me is the most important part of COMPSTAT because you see the achievements and failures of policies put in place. Relentless Follow-up and Assessment also called Feedback is reviewing strategies implemented, confirming the outcomes of the implements strategy, identifying if the outcome was positive or negative and confirming the strategy resolved issues that it was intended to. Because COMPSTAT utilizes Geographic Information System (GIS) to display the vicinities where crime is taking place, identifies high crime rate areas known as â€Å"hot spots† and potential problematic areas as well. COMPSTAT gathers an immense amount of old crime data which it converts into algorithms that cross reference old crime data which foreshadow crime in the future to law enforcement agencies. The evolution of technology has enabled law officials to determine the high crime areas and staff them appropriately, which leads to a faster response time, and successful crime deterrence. The program is cost effective to large agencies but available to all. Like all new technology proper training is required to learn how to efficiently and properly utilize this system. Many would say, the greatest advantage of this system is that police presence is continuously felt and criminals tend to think twice before acting, as response time will be immediate. With the existence of this presence community relationships have shown to grow stronger and the citizens feel safer and more compelled to share information about criminal activity, which can help solidify nformation that is inputted into the system. Since many police agencies intend to implement predictive-policing in their departments they should know the advantages and disadvantages of it. The most popular advantage is the reduction in cost to the agency, this is popular presently because there are so many cuts happening due to the economy this helps out a lot. The budgets of many police agencies are getting smaller and smaller year-by-year, so by being able to pinpoint the exact location of crimes and to put your offices in the â€Å"hotspots† can potentially be a big money saver for the force. Another advantage is the software is very user friendly and easy to use, the amount of training for the officers would not be as much as with other software’s have proven to be and it is also less expensive for larger agencies. However, like everything there are also some disadvantages. The biggest one is the software is not compatible with other software’s that are currently used by most agencies, which will keep agencies from effectively communicating with outside agencies.

Free Essays on A Feminist View On Hamlet

A Feminist Look On Hamlet This explication looks at feminist criticism and applies it to a passage in Shakespeare’s tragic play, Hamlet. The passage, which will be analyzed, comes in act 3, scene 4, lines 28 to 50, where there is a dialogue between Gertrude, the queen, and her son, Hamlet, right after he has killed Polonius. The passage looks at the relationship between mother and son and uncovers the two stereotypical images of women: Mary â€Å"the angelic mother† and Eve â€Å" the evil seductress†. The work has many contradictions showing how Gertrude’s superficial attitude and reactions are classified as Mary and how on the other hand she can be seen as the evil whore, Eve. This passage offers a lot of insight into how â€Å"Women are written†, and presents the two general ideas of how they are labeled. It also reinforces the idea that women are categorized either as Mary or Eve, black or white and nothing more for the imagination. The passage starts off right after Hamlet has killed Polonius and sparks the harsh and tempered dialogue between Hamlet and Gertrude. The Queens initial reaction to the ruthless murder is one of an emotional women, depicting her as fragile and weak. The exclamation mark at the end of the sentence further emphasizes the weak and overwhelming response. Hamlet’s replies by accusing his mother of the â€Å"bloody deed† she helped to act out, in order to kill the King, her former Husband. There is a clear contradiction in this line when he says â€Å"almost as bad, good mother, As kill a king and marry with his brother†. Hamlet points out the fact that she acts like she is this sweet caring mother, while in reality she is a murderer. This brings the point up about women being either Mary or Eve, that they are categorized and seen as theses two stereotypes, which is divided by a thin line. Gertrude responds to the allegations very surprised as if she could not believe her ears, â€Å"As kill a king?ï ¿ ½... Free Essays on A Feminist View On Hamlet Free Essays on A Feminist View On Hamlet A Feminist Look On Hamlet This explication looks at feminist criticism and applies it to a passage in Shakespeare’s tragic play, Hamlet. The passage, which will be analyzed, comes in act 3, scene 4, lines 28 to 50, where there is a dialogue between Gertrude, the queen, and her son, Hamlet, right after he has killed Polonius. The passage looks at the relationship between mother and son and uncovers the two stereotypical images of women: Mary â€Å"the angelic mother† and Eve â€Å" the evil seductress†. The work has many contradictions showing how Gertrude’s superficial attitude and reactions are classified as Mary and how on the other hand she can be seen as the evil whore, Eve. This passage offers a lot of insight into how â€Å"Women are written†, and presents the two general ideas of how they are labeled. It also reinforces the idea that women are categorized either as Mary or Eve, black or white and nothing more for the imagination. The passage starts off right after Hamlet has killed Polonius and sparks the harsh and tempered dialogue between Hamlet and Gertrude. The Queens initial reaction to the ruthless murder is one of an emotional women, depicting her as fragile and weak. The exclamation mark at the end of the sentence further emphasizes the weak and overwhelming response. Hamlet’s replies by accusing his mother of the â€Å"bloody deed† she helped to act out, in order to kill the King, her former Husband. There is a clear contradiction in this line when he says â€Å"almost as bad, good mother, As kill a king and marry with his brother†. Hamlet points out the fact that she acts like she is this sweet caring mother, while in reality she is a murderer. This brings the point up about women being either Mary or Eve, that they are categorized and seen as theses two stereotypes, which is divided by a thin line. Gertrude responds to the allegations very surprised as if she could not believ e her ears, â€Å"As kill a king?ï ¿ ½...

War Legal Offenses essays

War Legal Offenses essays This final report will be talking about one of the significant worldwide legal offenses, the war legal offenses. War legal offenses are part of the list of the four primary legal offenses all over the globe. This has been a significant international issue and has only become more intense. More particularly the document will talk about the war legal offenses dedicated by John Kony, Vincent Otti, Okot Odhiambo, and Dominic Ongwen. Cases like these are important to evaluate because they complete the individuals up with knowledge of what is going on expansion. By doing so, we are one step nearer to gradually catching individuals like Kony. To be able to create this document, comprehensive analysis has been done with the use of category notices, the internet, as well as scholarly resources. By performing this analysis it has come to the attention that it is unknown how individuals like Kony as well as Otti, Odhiambo, and Ongwen still stay in the areas of African-American spending such war legal offenses. To be able to fix such legal offenses the International Criminal Court should have more power to discover more proof to incriminate or discover individuals like these men and give them the penalties they are entitled to. As described before this details will be referring to war legal violations as well as two circumstances that have to this position. War legal violations have been around for pretty much so long as war and attack have been around, importance definitely. What are war legal violations to be exact? For one, war legal violations are globally legal violations. War legal violations are also one of the four main legal violations. The other three being: genocide, legal violations against mankind and the law fit of rage. War criminal activity is an worldwide criminal activity. The The capital Law describes worldwide criminal activity as the gravest criminal offenses that endanger the peace, security, and well-being around the g...

The effect of temperature on the Kinesis behavior of fly larvae Essay

The effect of temperature on the Kinesis behavior of fly larvae - Essay Example Firstly, enzymes play a major role in the respiration process. Respiration provides larvae with more energy to carry out movements. On the other hand, enzyme activities depend on temperature. Increases in temperature lead to more enzymatic activity. An increase in enzymatic activity spurs the respiration process in turn making more energy that enables the larvae to cover more distance. However, increases in temperature past the optimal point would lead to denaturation of the enzyme, which would result in less energy production. Consequently, the distance that the larvae cover reduces (Sharma 2013). Secondly, the optimal temperature of 24 degrees Celsius allowed the larvae to reach their maximum metabolic rate. That is why the distance covered by the larvae tends to increase up until the optimum temperature is reached (Johnson & Case 2013). Thirdly, other environmental factors such as light affect the movement of larvae. This experiment did not control such factors, which influence the movement of the larvae. For instance, a change in the wavelength of light would lead to a change in the movement of larvae. Similarly, the intensity of light can have an influence on the movement of larvae (Gadd & Sariaslani 2013). In order to control the effects of light intensity and wavelength on the movement of larvae, I would perform the experiment under different light settings. This would enable me to measure the influence of light on the experiment. Finally, another explanation for the results is the large spread in data. This could be a resultant of differences in the genetic composition and metabolic state of the larvae. Additionally, there was no repeat of the experiments. In order to control these effects in future experiments; I would use a larger sample size and perform three trials for every experiment (Raven & Johnson 2002). One of the possible errors is the direction that the larvae covered. Even though the larvae seemed

DNA Testing in the Criminal Justice System Term Paper

DNA Testing in the Criminal Justice System - Term Paper Example Nevertheless, the history of the criminal justice system in the country has proven that evidences based on the DNA remains the most potent tool for convicting criminals and even exonerating persons not guilty of crimes. This paper aims to explain in brief the value of this type of concrete evidence in the investigation and prosecution of suspected criminals. Some prominent cases in criminal justice history are mentioned in order to establish its point. Deoxyribonucleic acid or DNA is a genetic construction of the material, which exists in all cells of living organisms. It is the basic building block of a person's genetic structure. A person's DNA is unique. Wherever it is taken from, whether from a person's hair, bones, skin cells or blood, the DNA is the same. It can also be taken from forms of excretion from the human body such perspiration, urine, saliva, semen, and feces (DNA Initiative). Due to the uniqueness of DNA for every individual, identification has been its most major use. Many times, taking samples of human skin, bones, or hair from an unrecognizable dead body can lead into its identification if the person already has a DNA record prior to his death. For decades already, it has also been used as evidence in crimes, which can be used to identify a victim or point out the suspect. In fact, this has been considered as the most convincing piece of evidence that could be used in prosecuting and convicting a criminal. DNA is a type of physical evidence accepted by the courts. (National Institute of Justice, US DOJ) This is, particularly a biological evidence, which is tangible enough to implicate person to a crime. Forensics, the scientific tests or techniques used in a criminal investigation, have made DNA sampling the most important part of any scene of the crime investigations. Crime scene investigators have been equipped with knowledge, skills, and the most high technological instruments to handle DNA evidences. This task involves identifying, collecting and examining DNA samples from a crime scene. This also includes analyzing it in an appropriately equipped laboratory. Ultimately, this also leads to presenting such evidences in court. (DNA Initiative) The contribution of DNA evidences in solving crimes is already a fact all police investigators have considered. In fact, even much older cases that were believed unsolvable can be concluded with the culprits discovered if there are evidences from which DNA can be extracted for analysis. Anthropologists and biologists, in studying and identifying specimen hundreds of years old, have used this method. Therefore, it is not impossible to do the same with crimes that may have been committed decades ago. The common perception is that evidences containing DNA samples cannot be easily tampered with. What it is needed for a breakthrough in a crime scene investigation is that such physical evidences are found such as a strand of hair, a used drinking cup, or drop of blood. This is the reason why police investigators have become strict in maintaining the integrity of a crime scene by ensuring that no unauthorized intrusion is made. The skills involved are too much for an ordinary police officer, which means that only those who have the training and the

Marketing Plan for SBA in Developing Sounds for Mobile Games Assignment

Marketing Plan for SBA in Developing Sounds for Mobile Games Applications - Assignment Example The study reveals that in order to boost sales after making the entry into the market, SAB needs to take into relation the price sensitivity of the sporty gamers in addition to fashion realization of present day’s patrons. The evaluation of technical factors showed the hazard of the release of a fresh generation of games plus the opportunities stalking from the utilization of online division channels as well as the growth of massively multiplayer online games. SAB Australia wishes to take into relation mutually lawful factors in provisos of piracy hazard also observance to worldwide acceptance standards. On the base of situational analysis, the plan assumes SWOT analysis which reveals that SAB shall press on its Product Mix part to boost the application to latent clientele. The price plus technical inadequacy in the current market were accepted as one of the key existing weaknesses which may estrange the latent sporty gamers plus invite the price of missing patrons. This build s up a marketing strategy which fits the conclusions of situational analysis plus the SWOT moreover proposes a precise plan of actions intended to convene the actual objectives. The plan of actions recommends the way SAB Australia can extend the correct blend of 7Ps' tools, to call on to target clients and boost client acquiesce. The SBA Music focuses on supplying audio/music solutions for games. This Australian specific corporation understands embryonic music trends plus competently supplying this to the customers. The viewpoint is to appreciate the unreliable and altering requirements of our customers plus to imitate this within the music solutions SAB presents. The goods sorted from themed audio CD's within mobile phone games in particular to complete software plus hardware clarification s that transport planned digital music, publicity, and extra.

Zaras Business Model Essay Example for Free

Zaras Business Model Essay When I saw the first announcement of their ecommerce launch I ran home and dug through my undergrad course work and quickly produced a case study I’d read in 2003. â€Å"Zara: IT for Fast Fashion† a Harvard Business School case study that examined Zara’s IT infrastructure and how it supported their unique business model. Two important caveats from this case study stuck out in my mind. Zara’s business model closely linked customer demand to manufacturing and distribution. Inventory depended largely on the location of the store and what particular customers were buying. They understood that their consumer had a penchant for trend driven pieces, and that marketing and advertising efforts lengthened the lead-time. Thus their marketing budget was usually .3% of revenue, and Zara was able to get high fashion looks in stores while they were still hot. Zara didn’t need to convince their consumers to buy with advertising and marketing efforts, rather they changed 75% of their inventory every three to four weeks, so consumers knew to constantly frequent the store for up to date items. Secondly, Zara had decided not to retail clothes online because of the high rate of returns (retail mail order rates were 50-60% whereas in store was roughly 5%), and because their distribution centers were not configured for small pick and pack orders. If you think about it, Zara’s business model is actually perfect for online retail. Their vertically integrated manufacturing operations allowed for the perpetual introduction of new pieces with short lead times. For the fickle online consumer that wants newness all the time, its heaven! In fact, the top right hand corner of their site pays homage to this brand ethos with a â€Å"new this week† link standing out from the pack. So what took them so long to make the move?

Early Developments Of Narrative Cinema Film

Early Developments Of Narrative Cinema Film Using either two short films from films silent period (pre 1929), or one short film and an extract from a longer film (both of which should also be pre 1929) discuss what they can tell us about the early developments of narrative cinema. Early development of narrative cinema pre 1929 (silent films) Films have changed a great deal since the earliest productions in the silent era of around 1898 to around 1929, when the development of sound was conceived. Many advances in film have enhanced the viewing pleasure, from the almost alien productions created nearly a hundred years ago, for example Georges Melies Voyage to the Moon (1902), to the familiar films of our generation, such as James Camerons Avatar. This essay will discuss the changes made from a visual and aesthetic cinema to a structured narrative cinema. Also how films may have evolved in both plot and story, and also how the development of the narrative form changed, in some respects, films viewing purpose and audiences expectations. Analyzing why films which contain narratives and the ability to derive tension from their audience overtook the medium most popular at the time, the cinema of attractions, will help us to understand how films viewing changed. By comparing two very different silent films, Rescued by Rover (directed by Lewin Fitzhamon 1905) and Broken Blossoms (directed by D .W. Griffith 1919) one would expect to see a great many differences, not only technological (such as the length of the films, and editing advancements) but also such things as character development, and characters emotional drives along with the variety of devices which drive the narrative forward. Comparing the entirety of Rescued by Rover with just a short scene from Broken Blossoms will enable us to select the clear advances in narrative structure and understand their development from the simple action and consequence format to the in-depth emotional build up created by films made later during the silent film era. The early 1900s saw change and growth, in both the production of short films and the demand. Thomas Elsaesser discusses this notion in his book Early Cinema: Space, Frame, Narrative suggesting that 1905 saw the production of many stable permanent theaters being set up as well as the film industry trying to knit developments together, such as the first full film reel and a number of film theaters allowing the exchange of films as a means of distribution. These and other developments, took place in order to try and produce a stable industry. The introduction of films containing narratives has played a significant role in the popularity and production of films. Short silent films shown just before and during the very early 1900s did not focus on the need to tell a story as much, maybe because the development of film only really began a decade before. However, on March 22, 1895, in Paris, France, the Socià ©tà © dEncouragement à   lIndustrie Nationale (National Society for the Promotion of Industry) gathered to watch a film depicting factory workers leaving for their dinner hour, which although may seem primitive to an audience of today, must have been an impressive show and indeed an exciting step forward from the kinetoscope. The film, screened and viewed in front of an audience, was an innovation created by brothers Louis Lumià ¨re (1864-1948) and Auguste Lumià ¨re (1862-1954). Loius Lumiere made many short films which included, LArroseur arrose, known in English as The Gardener and the Bad Boy, which unlike the pr evious films contained a comic narrative structure. Joel. W. Finler in his book Silent Cinema: before the coming of sound, states that although shot from a fixed camera position, the picture demonstrates a sophisticated use of the film frame, suggesting that the film had previous planning and each frame had been structured for both characters so that they would fit nicely, showing early attempts to add to the film aesthetically. Rescued by Rover was made in 1905. It was directed by Cecil Hepworth and Lewin Fizhamon and the Hepworth manufacturing company was the production company. The short film is about a baby who is kidnapped by an old woman, but luckily the family collie rescues the baby. The film is very easy to follow, containing a variety of simple shots all helping the viewer to follow the narrative. The first shot is of the baby and the dog sitting quietly together, then the mother is seen wheeling the baby up a path in her pram, a nasty old woman approaches the mother begging, but the mother walks on, ignoring the old woman. In the next shot the mother is distracted by another man talking to her. They both chat while sneakily the old woman steals her precious baby. This is a simple example of films early jump to the narrative structure. In narrative it is all the events, both explicitly presented and inferred that make the story, an example of this is provided in Rescued by Rover. Three shots are used to set up the plot,( the baby and dog together, the mother pushing the baby the baby is taken.) followed by another sixteen shots showing Rover tracking down the child, these sixteen shots are repeated twice more to show, (in reverse) the dog returning home and then again when rover takes the father with him, however a forth repeat of the sequence is not shown (the dog, the father and the baby returning home together) and instead a shot of the kidnapper returning to her room, followed by a shot of the reunited family is provided. The film assumes that the audience does not need to see the Father, baby and dog returning home, but that the audience is able to identify that this was happening while the shot of the beggar woman returning to her house was shown. The films ability to involve itself with the audience and coherently lay each relevant characters plight, initiates an emotional response, such as sympathy for the baby and sorrow for the mother when she loses her baby. Films like The Gardener and the Bad Boy and Rescued by Rover are clear examples of why the demand for narrative films grew. Bernard F Dick discusses narrative films advance in his book Anatomy of Film, Fifth edition, saying the narrative film came about when film makers discovered the medium could do more than just record whatever was in front of the camera. The next step was not only to capture it but to re-create it; to show what could or might be; in other words to tell a story. This suggests that films such as Rescued by Rover and The Gardener and the Bad Boy where successful experiments in the field of narrative cinema and led to much more in-depth narrative films. Broken Blossoms, the film directed by D W Griffith, stands proudly among the greats of the silent film era, and unlike Rescued by Rover, uses intertitles. Bernard. F.Dick, in Anatomy of Film, discusses this notion when commenting, Printed material that appeared on the screen periodically during the course of the movie, the intertitle was one of the ways in which the silent filmmaker supplemented the narrative or clarified the action; it is also a reminder of films early dependence on printed word. D.W.Griffith used intertitles for a variety of purposes, not just to reproduce dialogue and identify characters. One clear difference in the two films, Rescued by Rover and Broken Blossoms, is the ability to develop a much more in-depth relationship between the character and the viewer. Broken Blossoms, contains both a larger plot and story opening up to a wider range of audiences, because of its variety in characters (the poor lost girl with what seems like no hope, and the wandering Chinese man whose fame and respect are as nothing in a cruel foreign world.) Broken Blossoms also uses different advances in camera work: to better tell a story, such as the scene in which the poor girls ghastly father finds her sleeping in the Chinese mans bed, the scene cuts backwards and forwards from shots of the fathers face getting more and more angry, to the girl becoming more and more scared shot and the scene is edited correctly for convincing continuity, and the correct level of tension has been created. However D.W.Griffith has allowed for emotion to be displayed though characters actions as well, inste ad of only using Intertitles in the scene where the father discovers Lucy in the Chinese mans room, such as You! with a dirty chink! and Taint nothin wrong! Taint nothin wrong! I fell down in the doorway and it wasnt nothin wrong! Different shots are given to display the emotions of the father and Lucy, several close up shots of both Lucy and the father are provided. The tension is built up by the shots of their faces getting closer and closer until the audience is shown an extreme close up of their eyes, this serves to drive the plot and create emotional response from the viewers. From viewing early silent films and analyzing both Rescued by Rover and Broken Blossoms, one conclusion dominates above others: the progression narrative film has taken in film makers ability to tell a story, from a simple plot such as a dog saving a baby, to the elaborate plot of Broken Blossoms and its Shakespeares Romeo and Juliet-esc plot, filled with emotionally provoking moments. The development of a simple narrative working within a film has enabled us to make, and watch films with far more complex narratives. The simple narrative films of the past have paved the way for the future and the coming of sound and colour, bringing films to life with a vivid and beautifully developed mode of story telling.

Computers in the Classroom :: Technology School Essays

Computers in the Classroom Over the past decade the world has moved from a place with little digital technology to one where computers, video, and technology are used everyday. The use of this technology can not be ignored even in the classroom. It is impossible to live in o9ur world today without exposure to computers. As teachers it is part of our jobs to expose students to using computers at an early age and to incorporate technology into our lessons. During the middle school years using computers are a great way to get students excited about learning. It has even become mandatory as one of the NCTM (National Council for Teachers of Mathematics) standards. The technology principle states that technology helps students to fully understand mathematical concepts (Principles 25). They are great tools for any type of learner. The hands on experience helps the students to remember the concepts because they have something visual to reference (impact). The NCTM standards states, â€Å"Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning† (Principles 25). As suggested, technology should not replace the traditional teaching strategies, but rather enhance them (impact). Many of the students know how to use the computers for fun things such as talking to their friends, playing games, and surfing the internet. However, few students know that computers can be used for educational things both inside and outside of the classroom. In math there are many ways to use computers in the classroom. One way to use computers in the classroom is by using online math games and manipulatives to help teach and review. In the class I am working with at Dunn Middle school they use games to help reinforce the lesson and to review for a test. During one review session before a test the students got into three groups one at each computer. They then logged onto the computers and played a fractions game. The students competed against each other for the most correct answers. All of the students were involved and enjoyed a break from the everyday instruction.