What Role Does Morality And Ethics Play On Love - 860 Words

What Role does Morality and Ethics Play on Love? Morality has morphed into its own identity over the years and ethics has maintained its connection to love. Morality is the repetition of behaviors such as habits, according to Hugh LaFollette. Ethics is how a person behaves or how they do things based on their moral principles. Noah Elkrief states that love is the ability to be with someone without feeling the need to make judgements; negative or positive about that person. Morality and ethics play an important role on love and relationships, by establishing unsaid rules and understandings between the two lovers involved in the relationship. Ethics is a subcategory of morality, in other words ethics is how one behaves and understands emotions based on their experiences and learnings of morals. Love is a very diverse emotion and a lot of key factors play a role is how one learns how to love and show love. Love is not easily understood or defined but you can start with learning about a person’s mindset on morality and ethics. Morality has a huge impact on the ethics of an individual and how they perceive a relationship. Morality is how a person distinguishes right from wrong. A person’s morality is usually developed throughout their lives and is highly influenced by the way they are raised. The individual’s environment can also play a role in their morality, such as; if they are vastly involved in their community church then they may take the morals they believe from theShow MoreRelated Moral Dilemma Essay1636 Words   |  7 PagesMoral Dilemma As human beings, we are forced to accept the inevitability of being unwillingly confronted with situations that test the strength of our morality and character. In the midst of deep moral conflict we become immensely introspective and we follow our intuition with the hopes of it guiding us towards the morally correct decision. However, how can we be sure that we have acted morally in a situation that is so morbid and perverse that our intuition is completely tornRead MoreEthical Approaches Critique Paper1118 Words   |  5 PagesApproaches XXX XXXUniversity Instructor: XXX Course Name: XXX Date: XXX This paper summarizes each of ethical approaches, especially the Grand Principles, Nash’s Covenantal Business Ethic, Damon’s Four Dimensions of Business Morality, and Hill’s (2008) Christian Ethic for Business. Also, this paper critiques each of them through analyzing the strengths and weaknesses of approaches. Finally, the most favor approach is provided at the end. The Grand Principles whichRead MoreEthics and Worldviews1417 Words   |  6 PagesUniverse Next Door: Ethics and Worldviews A worldview is the set of beliefs that is fundamentally grounded in each person’s heart whether they realize it or not, whether they hold true to it or not. Put simply, it is the basis on which a person lives his/her life. Therefore, ethics, the defining of right and wrong in life, is a crucial aspect of each worldview. Some would say ethics is based on feeling, others would say religious beliefs, while still others would say ethics is based on the lawRead MoreEthics : Ethics And Morality1476 Words   |  6 Pagesuniversal on ethics and morality. Ethics among different cultures is so vast, even though every culture does have a standard for ethics which they live by. Although ethics is a broad human universal, there is no specific universal ethic. Each world religion holds a different ethic as their highest ethic; it is always a case by case basis. Theory: Ethics serve as an adaptive function in modern environment, more than ever. As society evolves, the standard of ethics also increases. Ethics is a traitRead MoreContagion And Gattaca Analysis1498 Words   |  6 PagesIn faces of crises, people may go to any lengths to pursue what they feel is necessary. The films Contagion, directed by Steven Soderbergh in 2010, and GATTACA, directed by Andrew Niccol in 1997, both explore themes of morality in times of crises, whether these crises are of personal nature or affect a widespread population. Both films explore ethical implications of technology as it pertains to scientific development, and in addition weaves in a narrative surrounding various moral decisions regardingRead MoreThe Relationship Between Morality and Religion in the Dalai Lama and John Pope Ii Perspective1609 Words   |  7 PagesThe Relationship Between Morality and Religion In the Dalai Lama and John Pope II Perspective The complexities on the issue of the relationship between religion and morality is intriguing in the sense that there is no right or wrong answer, but merely your own intrinsic belief. The 14th Dalai Lama, spiritual leader of Tibetan Buddhists, believes that you cant have religion without morals, but you can have morals without religion. 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The Ethics and Diversity Issues in Organization Term Paper

Essays on The Ethics and Diversity Issues in Organization Term Paper 1. Diversity in the workplace represents an overall need and requirement for equity, legality, fairness, and efficiency. Yet, it must be understood that diversity is not merely a compliance issue. Accordingly, the three main determinants of diversity and the means through which they can benefit a given organization are with regards to the overall level of increased efficiency that a diverse organization can benefit from, the added potential of integrating with the needs of an increasingly diverse consumer base, and seeking to make a given organization/firm/entity representative of the general society and/or population within a given region. Each of these benefits and/or takeaways from the article that was presented have little if any relationship to legality issues. Seeking to specify this point strongly is extremely important due to the fact that so many stakeholders view legality as the primary â€Å"check in the box† that they must engage in order to fulfill a given diversi ty requirement. However, as has been presented, diverse city in and of itself has a litany of tangential benefits that do not have anything to do with the overall level of legal requirements that may define or constrain it. For instance, by engaging with a diverse group of individuals within the workforce, and seeking to ensure that diversity is represented at every juncture of an organization, the overall level of representativeness that the organization can have will greatly be maximized. Within the current environment, it is of the utmost importance to ensure that the firm/organization/business entity is fully able to speak to the specific needs of its consumers. As such, having a workforce that is diverse and representatives of this consumer base is not only good business practice, it also promotes a greater level of understanding between the consumer and the service/good provider/producer. A related but dissimilar level of benefit can of course be had with respect to making a firm representative of the general community and/or region that they serve. This not only as a benefit with regards to the fact that the firm clearly exhibits a commitment to hiring available talent within the workforce, it also has to do with the way in which stakeholder and community buy-in occurs. If a given firm/entity is viewed as one that is not diverse and ultimately will share little if any interest in seeking to promote diversity within the region, it is not only likely that consumers of the end good/service will be turned away, available talent will also be discouraged from applying to this particular entity. A final determinant that must be noted is with respect to the overall diversity of viewpoints that would be engaged within a firm that prizes diversity as one of its primary goals. Diversity is oftentimes viewed in a one dimensional framework. What is meant by this is that diversity is seen as something that can only be defined with respect to age, gender, sexual orientation, religion, ethnicity, level of disability, or any other number of constraining and/or defining characteristics. However, diversity is much more than it merely a listing of apparent life decisions, levels of ability, and/or ethnicity or religious views. Instead, seeking to foster diversity has a direct and indirect level of benefit with respect to the way in which teams and work groups can seek to solve different issues. For instance, if a firm that represents an overall lack of diversity seeks to integrate with a specific problem, the overall effectiveness of its solutions will be in question due to the fact that it has not engaged a diverse group of individuals in seeking to solve these issues. Naturally, this is not to state that a firm that engages and diversity is effectively much better in problem solving; rather, it merely delineates the fact that such groups are much more likely to bring alternative viewpoints and additional understanding to situations that might not otherwise be understood in the same light. 2. With respect to creating an action plan for seeking to eliminate the problems that exist within a given organization that suffers from a lack of diversity, it must be understood that this process cannot take place overnight. Rather, seeking to establish a healthier culture and one that places an emphasis upon the degree and extent to which diversity can be leveraged as an asset and not a requirement must take time. Within such an understanding, fostering diversity is a multi step process that begins with a clear delineation of focus amongst all of the team members and component parts of the organization/entity in question. All too often, firms throughout the world seek to engage a new culture merely by briefing upper management with regards to the way in which changes should be delineated within their respective departments. Although it is useful for these briefings to be made and upper management to be keenly and fully aware of the organizational and cultural changes that an organiz ation/business entity seeks to engage, seeking to perform these merely by delineating tasks and impressing upon management a new focus. Accordingly, in order for a cultural change to be noted, it is most oftentimes necessary for the human resources department to become intimately involved in seeking to promote this change through the offering of standardized and/or optional learning sessions to define the way in which the firm should seek to grow and develop in the near future. Although it is sometimes dangerous, seeking to point out the failures of the past as a means of defining and delineating a new culture is oftentimes one of the best ways in which a firm or organization can seek to impress upon the stakeholders the importance of pursuing a new path. Although many firms might like to retain an element of omniscience, admitting to the stakeholders that the previous method of operation and culture was an ineffective means of continuing to further and promote profit and/or development of the business product is a useful and helpful way to engage with the necessity of changing cultural interpretations and including a higher degree of diversity. That actionable means through which diversity can be maximized within a given firm/entity is with regards to leading by example. If the CEO/director of the organization engages with a cultural approach that promotes diversity and seeks to choose potential hires based upon the level of diversity that they represent, this cultural approach to an alternative model will soon begin to resonate throughout the rest of the firm. As such, seeking to engage the human resources department forcing diversity upon the mid-level management and decision-makers oftentimes backfires whereas an approach that is more amenable to leveraging the degree of respect that stakeholders oftentimes associate with the decisions of a manager, the degree of likelihood that an increased focus upon the importance of diversity will be represented is increased dramatically. Although there is a litany of best practices that can be engaged with respect to seeking to foster a culture of diversity, it must be understood th at no single approach in and of itself is sufficient. Rather, it is the responsibility of the respective human resources department, and stakeholders within the decision making structure of the organization, to ensure that diversity is leveraged in a multitude of different ways. Through such an approach, the needs of each of the representative sectors of the organization can come to a more informed understanding with regards to how a greater degree of diversity can benefit them in the long run; not only provide a check in the box to requirements of other sorts.

Hamlet Tragism (888 words) Essay Example For Students

Hamlet Tragism (888 words) Essay Hamlet TragismArguably, the best piece of writing ever done by William Shakespeare, Hamlet isthe classic example of a tragedy. In all tragedies the hero suffers, and usuallydies at the end. Othello stabs himself, Romeo and Juliet commit suicide, Brutisfalls on his sword, and like them Hamlet dies by getting cut with a poisontipped sword. But that is not all tht is need to consider a play a tragedy, andsometimes a hero doesnt even need to die. Not every play in which a hero diesis considered a tragedy. There are more elements needed to label a play one. Probably the most important element is an amount of free will. In every tragedy,the characters must display some. If every action is controlled by a herosdestiny, then the heros death cant be avoided, and in a tragedy the sad partis tht it could. Hamlets death could have been avoided many times. Hamlet hadmany opportunities to kill Claudius, but didnt take advantage of them. He alsohad the option of making his claim public, but instead he chose not too. Atragic hero doesnt need to be good. For example, MacBeth was evil, yet he was atragic hero, because he had free will. He also had only one flaw, and that waspride. He had many good traits such as bravery, but his one bad trait made himevil. Also a tragic hero doesnt have to die. While in all Shakespeareantragedies, the hero dies, in others he may live but suffer oralDestruction In Oedipus Rex, the proud yet morally blind king pluckshis eyes out, and has to spend his remaining days as a wandering, sightlessbeggar, guided at every pain ful step by his daughter, Antigone. A misconceptionabout tragedies is that nothing good comes out of them, but it is actually theopposite. In Romeo and Juliet, although both die, they end the feud between theCapulets and the Montegues. Also, Romeo and Juliet can be together in heaven. InHamlet, although Hamlet dies, it is almost the best. How could he have anypleasure during the rest of his life, with his parents and Ophelia dead. Also,although Hamlet dies, he is able to kill Claudius and get rid of the evil rulingof the throne. Every tragic play must have a tragic hero. The tragic hero mustpossess many good traits, as well as one flaw, which eventually leads to hisdownfall. A tragic hero must be brave and noble. In Othello, Othello had onefatal flaw, he was too great. Othello was too brave, too noble, and especiallytoo proud to allow himself to be led back to Venice in chains. A tragic heromust not back down from his position. He also had to have free will, in order tostand up for what he believes in. Finally, the audience must have some sympathyfor the tragic hero. In Macbeth, although MacBeth commits many murders, onealmost feels sorry for him and his fate. Hamlet is the perfect example of thetragic hero. Hamlet has all the good traits needed to be a tragic hero. He isbrave and daring. One example of this is that when he went to England, he wastaking a big risk. If his plan didnt work, he would have been executed. He alsois loyal. His loyalty to his father, was the reason he was so angry at Claudiusand his mother. Another trait was that he was intelligent. He was able to thinkup the idea of faking insanity, in order to get more information about Claudius. But Hamlet like all other tragic heros had a flaw. He couldnt get around todoing anything, because he couldnt move on. He was a full grown adult, yet hestill attended school in England, because he couldnt move on. Also, it took hima long time to stop grieving about his father, because he didnt want to movepast that party of his life. And after he finally did, Hamlet couldnt getaround to killing Claudius. He kept pretending he was insane even after he wassure that Claudius killed his father. The final example of Hamlets inability toget around to do anything was that he w as dating Ophelia for a long time, butnever got around to marrying her. The audience was able to feel sympathy forHamlet too. He had just lost his father, and his mother remarried so quicklythat according to him they could have used the leftover food from the funeral inthe wedding reception. Also, the audience could feel that Hamlet loved hisparents and this sudden change was hurting him. In any tragedy, there is atra gic hero, and he must possess certain characteristics in order to be one. Hemust have many good traits such as loyalty and bravery, but one bad one such aspride. Also the audience must have sympathy for the hero. A tragic hero alsomust have free will or his fate would be decided for him. And his death couldhave been avoided. Finally, the audience must have sympathy for the tragic hero,or it w ouldnt seem so tragic. Hamlet is a perfect example of a tragic hero. Hewas brave, loyal, and intelligent, but he couldnt move past one thing, whichlet to his death. HE had a choice of how he would deal with Claudius, and likeother tragic heros he made a decision. Also, the audience was able to feelsympathy for the position Hamlet was in. These attributes made Hamlet theperfect example of a tragic hero.

Soap History Essays - Chemistry, Cleaning, Hygiene, Personal Life

Soap History Most people washed themselves with only one essential thing at the time, water. This, of course, happened until the development of soap in 2800 B.C. The soap was found in clay cylinders during the excavation of ancient Babylon. There were inscriptions discovered on the cylinders, which showed us that fats were boiled with ashes, which was the method of making the soap at this time. Records have shown that Egyptians bathed regularly. There was a medical document found called "The Ebers Papyrus" which described the combining of animal and vegetable oils with alkaline salts to form soap-like material. These were used for treating skin diseases and washing. At around this time, Moses gave the Israelites specific laws about personal cleanliness. He related cleanliness to health and religious cleansing. The early Greeks bathed for artistic reasons. Instead of washing with soap, they bathed themselves with blocks of clay, sand, pumice, and ashes. Then they anointed themselves with oil and scraped off the oil and dirt with a strigil. They washed their clothes in the streams without using soap. According to an ancient Roman legend, soap got its name from Mount Sapo where animals were sacrificed. When it had rain, the water washed away the animal fat and wood ashes down into the clay soil along the Tiber River. Women had found this clay mixture and it made their wash much cleaner. Soap making was a popular craft in Europe by the 17th century. Vegetable and animal oils were used with ashes of plants and fragrance. More varities of soap gradually became available for shaving and washing hair, as well as bathing and washing clothes. Italy, Spain, and France were the early centers of soap manufacturing. The English began making soap during the 12th century. The chemistry of the soap manufacturing stayed the same until 1916 when the first synthetic detergent was developed in Germany. Synthetic detergents are non-soap washing and cleaning products that are "synthesized". Household detergent products became known in the United States around the 1930s. It is very important to understand the basic knowledge of soap and detergent chemistry. Water has a property called surface tension. In water, other water molecules surround each molecule, but at the surface, other water molecules only on the waterside surround those molecules. A tension is created as the surface molecules are pulled into the body of water. This tension causes the water to "bead up" on the surface, which slows down the cleaning process. During the cleaning process, surface tension must be reduced so the water can spread and wet surfaces. Chemicals that do this are called surface-active agents. The surface-active agents perform many important jobs in cleaning. They are classified by their ionic properties in water. These properties are anionic which means a negative charge, nonionic which means no charge, cationic which means having a positive charge, and amphoteric which means having either a positive or negative charge. Soaps are water-soluble sodium or potassium salts of fatty acids. The fats and oils used in soap making are made up of a unique mixture of several different triglycerides. In a triglyceride molecule, 3 fatty acid molecules are attached to one molecule of glycerine. Fatty acids are the mechanism of fats and oils that are used in soap. They are weak acids of two parts, which are a carboxylic acid group and a hydrocarbon chain attached to the carboxylic acid group.

Ciudadana para hijos por naturalizacin de padres

Ciudadana para hijos por naturalizacin de padres Una de las grandes ventajas de adquirir la ciudadanà ­a de los Estados Unidos mediante naturalizacià ³n es que automticamente tambià ©n se convierten en estadounidenses los hijos del naturalizado que son menores de edad. Para que esto sea asà ­ deben cumplirse una serie de requisitos. Este artà ­culo explica cules dichos requerimientos, cules son las ventajas de esta forma de adquirir la ciudadanà ­a, cà ³mo se prueba que se es ciudadano. Y, por à ºltimo, quà © se puede hacer cuando no se cumplen todos los requisitos y, por lo tanto, los nià ±os y   adolescentes no adquieren la condicià ³n de estadounidenses aà ºn cuando uno de sus padres se naturaliza. Requisitos para obtener la ciudadanà ­a americana automticamente por naturalizacià ³n de los padres Se exige que se cumplan TODAS las condiciones siguientes: Ser menor de 18 aà ±os.Que la naturalizacià ³n del padre o de la madre se produzca o haya producido con posterioridad al 27 de febrero de 2001.Que el menor tenga una tarjeta de residencia permanente, tambià ©n conocida como green card o una visa inmigrante sellada en su pasaporte (I-551).Que el menor resida habitualmente con el padre o la madre que se naturaliza, que debe tener la custodia fà ­sica y legal.   Es decir, no se produce un derecho a la nacionalidad derivada si se convive habitualmente con un progenitor que es diferente al que se naturaliza.   Ventajas de adquirir la ciudadanà ­a americana derivada En este caso, el menor se convierte automticamente en ciudadano. Es decir, no tiene  que aplicar para naturalizarse ni pagar ningà ºn tipo de aranceles. Tampoco tiene que rendir un examen de inglà ©s o conocimientos histà ³ricos y cà ­vicos ni jurar lealtad a los Estados Unidos. Probar la ciudadanà ­a americana adquirida automticamente Aunque no es necesario, es importante poder probar que se es ciudadano de los Estados Unidos. Puede hacerse de dos formas, mediante un certificado de ciudadanà ­a o mediante el pasaporte. En principio, el menor que adquiere asà ­ la nacionalidad no recibe de forma automtica un certificado de ciudadanà ­a (certificate of citizenship). Sin embargo, si asà ­ lo desea, puede solicitar uno aplicando mediante la planilla N-600. Por supuesto que se puede solicitar un pasaporte americano. En este caso o bien se presenta un certificado de ciudadanà ­a, o si no se tiene se deber probar una serie de circunstancias como que: el padre o la madre extranjero del menor se ha naturalizadoque se era menor de 18 aà ±os cuando se produjo tal naturalizacià ³nque se era titular de una green card o de una visa inmigrante sellada en el pasaporte.que existe realmente una relacià ³n de padre/madre- hijo, para lo que hay que presentar el certificado e nacimiento o el de adopcià ³n.y tambià ©n hay que probar que se residà ­a en Estados Unidos bajo la custodia fà ­sica y legal del padre o madre naturalizado en el momento en que se produjo la naturalizacià ³n. Adems, habr que seguir el proceso habitual para solicitar el pasaporte por primera vez, teniendo en cuenta las caracterà ­sticas propias que aplican cuando el solicitante de pasaporte es menor de edad, como por ejemplo, presencia de ambos padres en el momento de aplicar, cumplir con los requisitos de consentimiento de los progenitores en los casos de separacià ³n o divorcio o presencia de los nià ±os. Quà © pasa en los casos en la que la naturalizacià ³n ocurrià ³ antes de 2001 Uno de los requisitos que podrà ­a no cumplirse es el de la fecha de naturalizacià ³n de los padres. Las leyes que regulan la ciudadanà ­a derivada han cambiado a lo largo del tiempo. En estos momentos la que aplica para estos casos es del aà ±o 2001.   Sin entrar en detalle de la legislacià ³n a lo largo de la historia es conveniente saber que en las naturalizaciones que tuvieron lugar entre el 5 de octubre de 1978 y el 26 de febrero de 2001 tambià ©n los hijos podà ­an adquirir la ciudadanà ­a automticamente, pero con mayores condiciones. La principal diferencia es que antes del 2001 se pedà ­a que los dos padres se naturalizasen para que los hijos menores de 18 aà ±os y que fueran residentes permanentes para que los hijos pudiesen adquirir la ciudadanà ­a americana automticamente. Por ejemplo, en estos momentos, un muchacho de 15 aà ±os que es residente permanente ser automticamente ciudadano si su madre se naturaliza y ambos viven juntos habitualmente. Pero hasta el 2001, un adolescente con una green card no adquirà ­a la ciudadanà ­a por el mero hecho de que se madre –o su padre- se hubiera naturalizado si el otro progenitor seguà ­a siendo extranjero. Esa es una diferencia muy importante. Quà © sucede si los hijos son mayores de 18 aà ±os cuando el progenitor se naturaliza En estos casos, la situacià ³n de los hijos no cambia. En el caso de que fueran residentes permanentes lo seguirn siendo,  porque no adquieren la nacionalidad americana de forma automtica. Podrn, si asà ­ lo desean y reà ºnen los requisitos, pedir la naturalizacià ³n para ellos mismos rellenando el formulario N-400 y pagando los aranceles correspondientes. En la mayorà ­a de los casos, ser ciudadano en un periodo de 5 à ³ 6 meses desde la aplicacià ³n. Quà © sucede si los hijos son menores de edad pero no viven con el padre o la madre que se naturaliza. Si son ya residentes permanentes, seguirn en ese estatus hasta que adquieran la mayorà ­a de edad y decidan pedir ellos la naturalizacià ³n. A menos que el padre o la madre con la que viven se naturalice. Si no son residentes permanentes, el padre o la madre que recià ©n se han convertido en ciudadanos pueden pedirlos. Los ciudadanos pueden pedir a los hijos, que estn divididos desde el punto de vista migratorio en 3 categorà ­as: hijos solteros menores de 21 aà ±os. Se les considera familiar inmediato.hijos casados de cualquier edad. Se conocen como categorà ­a F3.hijos solteros mayores de 21 aà ±os. Se conocen como categorà ­a F1. Los tiempos de tramitacià ³n son muy distintos segà ºn la categorà ­a. Consejos sobre la naturalizacià ³n y por quà © es importante Los residentes permanentes que ya han cumplido tiempo suficiente para adquirir la ciudadanà ­a americana por naturalizacià ³n deberà ­an animarse a ello, ya que adems de poder transmitir a sus hijos la ciudadanà ­a por derivacià ³n hay importantes diferencias entre ser ciudadano y ser residente. Sin duda la primera opcià ³n tiene mayor proteccià ³n legal y derechos. Si lo que da miedo es tomar el examen de inglà ©s y conocimientos cà ­vicos e histà ³ricos. Adems,  este es un ejemplo del  test de respuestas mà ºltiples  sobre conocimientos. Es bueno practicar antes de rendir el examen. Ley que regula este derecho Para las personas interesadas destacar que la ley que regula el derecho a la adquisicià ³n automtica de la ciudadanà ­a de los Estados Unidos mediante la naturalizacià ³n de uno de los padres es la Child Citizenship Act del aà ±o 2000, conocida por sus siglas en inglà ©s de CCA. Esta ley est incluida en INA, seccià ³n 320. Este es un artà ­culo informativo. No es asesorà ­a legal.

How the Marine Corps Prepared Me to Self-Publish Novels

How the Marine Corps Prepared Me to Self-Publish Novels How the US Marine Corps Prepared Me to Self-Publish Matt Leatherwood is a former United States Marine and two-time self-published author. In this guest post, Matt shares how his experience in the Marine Corps inspired him to self-publish novels,  and how returning to the publishing industry after more than a decade-long hiatus has shaped him as an author.Growing up, I recognized I had a unique ability to capture people’s imaginations through the written word. Teachers in middle school and high school called it a â€Å"gift.† I just thought of it as a way to pass the time during boring classes. Once the bell rung, I couldn’t wait to share my latest creation with others. Mr. Bennett, my science teacher, recognized my talent and began reading my work out loud during study halls.For years, I was content with scribbling stuff down on paper, passing it around and getting a reaction. This habit followed me through high school, into college and eventually the Marines.Journaling my experiences in IraqI never wanted to be a writer. That changed on January 13th, 2003, the day my battalion commander stood before me and announced that the Secretary of Defense, acting on orders from the president, had issued our unit a deployment order for the Middle East. My initial thought was, â€Å"I’m going to war, and I’m gonna die.† My next thought was about how I had squandered my writing talent.A majority of my fellow Marines were disturbed by the news. The last time the United States deployed for an armed conflict on a mass scale was slightly over a decade ago (1991). Fear of the unknown was rampant whether anybody wanted to admit it or not. I resolved at that moment to keep a day-to-day journal of things as they unfolded on the ground. This journal tracked my movements from the U.S. to Kuwait into Iraq and back again.My motivation for the journal was to provide my family with a written record of what was going on as I experienced it should I perish - my mother would be most comforted for an in-depth explanation beyond the generic â€Å"killed in action† touted by the military.How the battlefield turned me into a writerI returned back to the U.S. on July 4th, 2003 and was honorably discharged several months later. I still had all the journals I had written but didn’t know what to do with them. It then dawned on me to turn them into a book that my family and others could read to understand the plight of the combat soldier. Those journals became Train to Baghdad, my first book.I had officially become a writer through extenuating circumstances. I can honestly say, if I had never gone to war, I would’ve never taken up writing. So, it is my contention that I was â€Å"drafted† into writing. "I  was drafted to war.  I was also drafted into writing." @M_LeatherwoodJr Why I gave up writing after my first attempt to self-publish novelsI worked daily for eight months, shaping my journals into the book "Train to Baghdad". Because the war was still being fought and I did not obtain clearance from the Department of Defense, I was forced into writing the book as a fictional memoir.Not knowing anything about fiction, apart from what I had learned by reading it myself, I enrolled in the novel-writing program at Winghill Writing School and spent thirteen months learning the craft from the bottom up. I was assigned an instructor, Canadian author Michael Crawley, who had some commercial success and we began working on the first ten chapters of what is now Complicity in Heels.Why self-publishing works for meWorking with Reedsy editor, Angela Brown was a joy. I followed her editorial letter religiously as I revised the manuscript of "Complicity in Heels". There were times when I realized my story had more holes than a slice of Swiss cheese. She brought up poin ts I had never even considered when constructing my story. I found myself often asking, "How could I have missed that?" She pushed me past my comfort zone as a writer.Despite my initial, challenging experience with self-publishing, the decision to self-publish my second book was quite easy. The choice felt right because of how it coincided with my Marine background. Self-reliance, discipline, and responsibility are in my blood. I thrive on challenge and adversity, both of which are involved when you self-publish. "I thrive on challenge and adversity, both of which are involved in self-publishing." For others, the traditional publishing route provides security and industry validation. However, both avenues come with a laundry list of pros and cons, so anybody just starting out would be best served to do their due diligence.Looking back on war and the importance of readingContrary to popular belief, there is a lot of dead time during a  war. I too held this misconception of nonstop action, until I found myself in a combat zone - I thought it would be constant engagement with the enemy. After all, that’s what all the movies show: firefight after firefight.   Not so. There are long stretches of action-less time, depending on where you are on the battlefield. Books and mail from loved ones at home are much-desired staples that get you through those times.Often, you don’t know where you are, how long you’re going to be there, or what tomorrow looks like. Orson Scott Card’s  Ender’s Game series got me through those doldrums. I kept a fresh co py of his paperback in the cargo pocket of my uniform and toted that book wherever I went.On the battlefield, books and letters are lifelines. Back home, writing has given me a new path and self-publishing has allowed me to open a new chapter in life. "On the battlefield, books and letters are lifelines." @M_LeatherwoodJr "Complicity in Heels" is available on Amazon for Kindle and paperback. Find out more on Matt’s website!  What has inspired you to be a writer? How has self-publishing influenced you as an author? Leave your thoughts, experiences, or any questions for Matt  in the comments below.

Healthcare Essay Example | Topics and Well Written Essays - 1500 words

Healthcare - Essay Example There are many individuals involved in the provision of long-term care. These include medical personnel, support staff, as well as volunteers within organizations and the community in general. It is worth noting that these individuals are the major determinants of the quality of care in these long-care delivery sites. This is in regard to their individual behaviors and other determining factors such as implemented policies. Before outlining the mechanisms to promote quality outcomes in assisted living facilities, it is worth defining assisted living. As asserted by Stevenson and Grabowski (2009), assisted living is "A congregate residential setting that provides or coordinates personal services, 24-hour supervision and assistance (scheduled and unscheduled), activities, and health related services"(Para. 3). Quality outcomes in assisted living facilities can be promoted through implementation of effective public policies particularly public financing. In the United States, public health is largely financed by Medicaid. Stevenson and Grabowski (2009) notes that very few individuals benefit from such public support by Medicaid. The fact that Medicaid as a public financier in health matters cannot finance accommodation for individuals in need of assisted care blocks many people from accessing assisted living services. Many people are therefore forced to use their personal savings to finance assisted living and when their finances run-out, care is affected and so do quality outcomes. Using Medicaid and other public financing to cover expenses incurred through personalized care and medical expenses would therefore significantly promote quality outcomes. There are also other mechanisms by payers that promote quality outcomes in assisted living such as long-term-care insurance (Nelms, Mayes an d Doll, 2012). Quality outcomes can be achieved through recognizing or discovering potential threats to health and subsequently

Hezbollah(Party Of God) Terrorist organization (Lebanon) Research Paper

Hezbollah(Party Of God) Terrorist organization (Lebanon) - Research Paper Example They bore the brunt of the conflict between the Israeli’s and the PLO. As a result, Hezbollah was born initially as an organization and movement designed to oust the Israel’s and their allies from southern Lebanon. There are three main area of Lebanon that Hezbollah can operate from with relative safely. The first is the Beqaa Valley of Eastern Lebanon. This is the traditional home of most Lebanese Shia. It is an agrarian region with a high rate of poverty that borders Syria. Southern Lebanon bordering Israel is another area with a high concentration of Shia Muslims and is a safe haven for Hezbollah. The final geographic stronghold of Hezbollah is the slum area outside of Beirut. These slums grew as a result of the fighting in southern Lebanon during the Israeli invasion in the 1980’s. The founder of Hezbollah was Sheik Subhi Tufaili. He was educated in Iraq and there was exposed to Islamic Revolution ideology as presented by Shiite leaders from Iran. He brought these ideas to Lebanon and used them to attract disparate Shiite groups in Lebanon. From the joining of these groups, Hezbollah was born. Internal conflicts between Subhi Tufaili caused his ouster in the early 1990’s. Tufaili was upset that Hezbollah was willing to participate in elections in Lebanon. Replacing Tufaili was the current Secretary General Sheik Hassan Nasrallah. The initial purpose behind the formation of Hezbollah was the removal of Israeli troops from Lebanon. Shiite citizens were bearing the worst of the fighting from the casualties in the conflict between the PLO and the Israeli’s. Armed resistance to Israel and its allies was the central focus of Hezbollah from the start. Once the Israeli’s withdrew from Lebanon, Hezbollah began to take a more nuanced reason for their existence. They began to present themselves as an Islamist group working to spread the teachings of Islam to the world. They state that they want to show the world that Islam

The Unspoken Laws Essay Example for Free

The Unspoken Laws Essay The conceptualization of sexual, religious, and gendered borders has served to write the human standard of living and the societal roles that we have incorporated into our culture to accept as the social norm. These unspoken laws are the architecture to our socio-cultural environment. These laws represent the cement that has carefully bonded the male-female heteronormative gender role, the pre-inclined human morality given by religion, and sexual identity to be something that is easily definable by the masses. Arturo Islas in The Rain God defines Mexican culture by creating characters that exemplify and embody the stereotypes and the figurative borders of sexuality, religion, and gender. Throughout The Rain God Arturo Islas tells the story of the Angel family- a family made up of strong characters such as Miguel Grande and Mama Chona. Both Miguel Grande and Mama Chona strongly embody the female-male gender role while personifying the cultural borders that Miguel Chico encounters as he develops into an adult. Miguel Grande illustrates machismo as he is described as the traditional patriarch of the Angel Family. Mama Chona takes on the matriarch role that holds the Angel Family together all the while as she is conflicted to accept the Indigenous and Chicano identities that make her whole. Maria- the nursemaid is a symbol for the religious freedom Miguel Chico grows up searching for. She herself strays off Roman Catholicism and becomes a Seventh Day Adventist. Maria’s influences of another form of thinking impacts Miguel Chico as he furthers into interpreting the reality encircling his childhood. Arturo Islas carefully constructs the matriarch role in Hispanic culture as Mama Chona. Her character is a clear example of the generational struggle faced by Mother Chonas alike of other Mexican Families living in the Southwest Texas/ Mexico border seeking out lead their kin out of the â€Å"bad† life. Miguel Chico reminiscing over a family picture in his desk area describes, â€Å"Mama Chona is wearing a black ankle-length dress with a white lace collar and he is in a short-sleeved light colored summer suit with short pantsthe camera has captured them in flight from one world to the next.† (Islas, 3-4). This quote expatiates the generational gap faced between the Angel family and Miguel Chico. Narratively, it also serves as foreshadowing for Miguel Chico straining off the â€Å"correct† path, that is not staying and submitting to the very literal and figurative geographical borders of religion, sex, and gender found in the Southwest. Miguel Chico does this by earning his acceptance to a prestigious University, moving to San Fransisco, and becoming the free thinking individual that he is by heart. With traditional catholic point of views and a ridged sense of what sexuality is Miguel Grande refuses to accept any other form of raising his child, other than the one he’s been conditioned to accept throughout his lifetime. â€Å"‘Apologize to your father for playing with dolls,’ Juanita said to Miguel Chico. He did not understand why he needed to say he was sorry. When his father was not there, his mother permitted him to play with them.† (Islas, 16) Miguel Chico is the queer child who questions religion and the male role that is placed on him by his social environment. Arturo Islas crafts these polar identities to express the very literal border of culture and sexuality that Miguel Chico encounters and battles with as he matures into an adult. Whilst growing up nursemaid Maria attempts to instill the morals and allegories of a religious context into Miguel Chico. Although, Miguel Chico receives the religious barrage from both ends of the spectrum- the mother and the nursemaid, Miguel Chico questions the validity of the information he waveringly accepts at the time. â€Å"Miguel Chico learned that when he asked Maria a difficult question she would remain silent, then choose a biblical passage that illustrated the terrible power of God the Fathers wrath.† (Islas, 17). Moreover, Maria explores another branch of Christianity by being a Seventh Day Adventist, her influences of denying another religion impacts Miguel Chico and in the end lends to his rejection of religion over all, as he sees the influence of another interpretation of â€Å"truth†. Furthermore, as Miguel Chico walks through the journey of adulthood he becomes more aware of the social and personal constraints the borders of religion, sex, and gender present to his growth as an individual though throughout this time he accepts that he is a determinable extension of them both, Maria- the nursemaid and Mother Chona the Angel Familys Matriarch. â€Å"the way a seed continues to be part of a plant after it has assumed its own form which does not at all resemble its origin, but which nevertheless, is determined by it. He had survived severe pruning and wondered if human beings, unlike plants can water themselves.† (Islas, 25-26). Throughout the passage Miguel Chico asserts his independence from all the borders introduced by his family, the border that his persona has been forced to fit in in consequence of a socially accepted mold. Later in The Rain God it is learned that Mama Chona becomes ill. At this time Miguel Chico visits and is confronted with questions concerning his sexuality and relationship status, more significantly by his cousins. It is strange to them that he is neither married, nor in a stable relationship with a woman. Despite the suspicion behind his sexuality he verifies the value he has for knowledge. He conjures up the idea that perhaps he had survived the plucking of his personal growth to tell the stories of people similar to Maria and Mother Chona. Conclusively, Miguel Chico ascertains that he in fact does have a long way to go throughout his journey of self-discovery, along the way he pieces together the identity that makes him whole. These pieces all influenced by the characters in his life, significantly, Mother Chona and Maria. He accepts the fact he alike Mother Chona prefers to disregard facts to assume motives, although unlike Maria, Miguel Chico longed to look at persons and their motives separately from an â€Å"earthly, rather than otherworldly, point of view† (Islas, 28). Miguel Chicos future is undetermined at this point and he is okay with that reality but he now is comfortable with the concept that he does not have to live in the haziness of the garden he has been rooted to be part of. Miguel Chico can stray off the pre-determined path given to him and still be his own after appreciating the soil that nurtured him into the free thinking individual that he is. Works Cited Islas, Arturo. The Rain God: A Desert Tale. Palo Alto: Alexandrian, 1984. Print.

Free Essays - Holden Goes on a Date :: Catcher Rye Essays

Holden Goes on a Date          Ring! Ring! The goddam alarm clock woke me up again. I was having a madman dream and all, when the alarm clock woke me up. I had this dream that me and old Jane were dancing together. We danced for five numbers then we sat down to have something to drink. Boy, she was a good dancer. She used to do ballet when we were kids. She could dance better than anyone I ever saw. Anyway, after we danced, we started shooting the bull. When she was talking, I started giving her the eye. After a while, we started necking. She was a terrific kisser. You could tell she was great because when she kissed she was really into it. She wasn't like all those phony kissers where they just open their mouth. Once, I was with this girl who was the worst kisser ever. We would be necking, and she would be all tense and nervous. Anyway, Jane and I were really hitting it off. I was about to give her the time when the goddam alarm clock woke me up.    When I finally got out of bed, I decided to give Jane a buzz. I arranged to have a bite with her at this Italian place down the street from her. I was getting really excited to see Jane for the first time since we were kids. I used to see her almost everyday. We used to play checkers a lot. One thing I have always remembered was she never would move out her kings. When she got a king she would leave it in the back row. I got out of bed, got dressed and walked outside.    I decided to take a taxi to the restaurant because it was crumby outside. The taxi driver was the worst taxi driver ever. I told him to take me to the Italian restaurant that I was going to. He said he never heard of it. What kind of taxi driver doesn't know how to get somewhere? Isn't it his job? So anyways, I tried to tell him how to get there, but he didn't understand English well. I started to get really frustrated. Free Essays - Holden Goes on a Date :: Catcher Rye Essays Holden Goes on a Date          Ring! Ring! The goddam alarm clock woke me up again. I was having a madman dream and all, when the alarm clock woke me up. I had this dream that me and old Jane were dancing together. We danced for five numbers then we sat down to have something to drink. Boy, she was a good dancer. She used to do ballet when we were kids. She could dance better than anyone I ever saw. Anyway, after we danced, we started shooting the bull. When she was talking, I started giving her the eye. After a while, we started necking. She was a terrific kisser. You could tell she was great because when she kissed she was really into it. She wasn't like all those phony kissers where they just open their mouth. Once, I was with this girl who was the worst kisser ever. We would be necking, and she would be all tense and nervous. Anyway, Jane and I were really hitting it off. I was about to give her the time when the goddam alarm clock woke me up.    When I finally got out of bed, I decided to give Jane a buzz. I arranged to have a bite with her at this Italian place down the street from her. I was getting really excited to see Jane for the first time since we were kids. I used to see her almost everyday. We used to play checkers a lot. One thing I have always remembered was she never would move out her kings. When she got a king she would leave it in the back row. I got out of bed, got dressed and walked outside.    I decided to take a taxi to the restaurant because it was crumby outside. The taxi driver was the worst taxi driver ever. I told him to take me to the Italian restaurant that I was going to. He said he never heard of it. What kind of taxi driver doesn't know how to get somewhere? Isn't it his job? So anyways, I tried to tell him how to get there, but he didn't understand English well. I started to get really frustrated.

Jail and Prison Essay

Many people think jail and prison are the same. In the past, I honestly myself thought that the only difference between jail and prison was prison was a bigger building than the building for jail. In fact, there are many differences between prisons and jails. Both are different entities. Here are some of the differences that you’ll want to know about if a member of your family, a close friend, or yourself is facing the prospect of going to jail or to prison. There are about 3,600 jails in the United States. Jails located within the area of a town or city and every city/town has at least one. Most jails are run by sheriffs and/or local governments. People accused under federal, state, county and/or city laws will be held in jail. Jail is build to temporary lock-up people till their court appearance, serve time on local misdemeanor charge, or serve a sentence of less than one year. Any sentence over a year must be served in a prison. A jail was once only holding facility and prisons were reformatories. A prison is a place that inmates people who have been tried and convicted of crimes. A state or federal prison can be very far away from an inmate home. Prison can be located too far from family and friends to visit. There are only about 100 federal prisons, detention centers, and correctional institutions in the United States. The prisons are operated by under the jurisdiction of either Federal Bureau of Prisons (BOP) or state government. Jail plays an important part. Usually people that go to jail commit a local or small crime. Serving time in jail can scare offenders from committing future illegal acts. Jail time can be a big wake up call for many people. First small time offenders can realize they were lucky jail or prison is not a place they would want to be. Committed low offenders are face with consequences by giving probation, community service and sent to detention centers. Today many jails are considered reformatories (also known as correctional centers, state vocational institution, reform schools, houses of refuge, and industrial or training schools) in many parts of the United States. The courts hope to help the minors from committing future illegal acts by taking responsibility for his / her actions. Committed minors are face with consequences by giving them similar punishments as adults. The young adults are face with probation, community service and sent to detention centers. Jails operate work release programs, boot camps, and other services. The jail system tries to address education, substance abuse, and vocational needs while managing inmate behavior. Prisons are best described as Total Institution. In and only in prison, an inmate every aspect in life is controlled. Every detail of a prisoner is prescribed and managed by the prison. The state prison systems run halfway houses, work release centers, and community restitution centers. The programs are given to inmates because the inmates are reaching the end of their long sentences. There are many different types of prisons. Minimum security prisons look very much alike camps or college campuses and only hold about 20% of the inmates in the United States. The prisons usually have one or no fence perimeter. The inmates in minimum security prisons are convicted of non-violent crimes with clean criminal record. The crimes are usually forgery, cheating on taxes, and perjury. The prison also houses prisoners who have served most of their sentence from a higher security facility and improve their behavior. Low security prisons are surrounded by double-fenced perimeters. The inmates have dormitories or cubicle housing. Prisoners are provided with strong work and program components. A medium security prison has more restrictions the daily movements of an inmate. They hold about 45% of United States prisoners and the inmates are convicted of crimes such as assault and thefts. The prison has dormitories instead of cells but does have a razor-wire fence surrounding the area. Inmates are offered a wide variety of work and treatment programs. Maximum security prisons hold prisoners serving longer sentences. Only a quarter of all prisoners in the United States are housed in a maximum security facility.The prison holds about 35% Of Unites States prisoners. The inmates are convicted of crimes such as murder, kidnapping and other felonies. The prison was designed for violent offenders and/or inmates who have escaped (or tried to escape). Some inmates are also place in a maximum security prison because they can cause problems in lower security prisons. While an inmate is in prison, prisoners are to follow the rules set by prison officials. If a prisoner breaks any rules, he/she gets a hearing before the warden. If the warden finds the prisoner guilty of breaking a rule, penalties can be issued. There many of the punishments given to an inmate who break the prison rules. The consequences can be very high depending on what rule the inmate break. An inmate can be sent alone to time in solitary confinement. She/he can have a removal of accumulated â€Å"good behavior† time and transfer to a less desirable or paying prison job. Confiscation of items from prisoners can be taken such as TV’s, yard time, be sent to eat alone in your cell, phone calls, visitations from family and friends, and receiving letters. Violent crimes in prison can cause an inmate to be transfer to higher-security prison. When an inmate chooses to participate in violent acts towards a staff member, this may be due to the â€Å"friction points† prevalent throughout the social context and role within the prison system administration (Bottoms, 1999). Before the Truth in Sentencing Law pass, many offenders were only serving a short time in prison than the time they are sentenced to serve by the court. The role of the Truth in Sentencing Act was first enacted in 1984. The law required offenders to serve at least 85% the portion of their prison sentence imposed by the court. There’s been a nearly 18 percent drop in reported crime in Arizona since the state began requiring criminals to serve at least 85 percent of their prison sentences, a new study shows (Smith, 2012). The Act would also require any person convicted of a violent crime would have to serve no less than 100% of the sentence by the court. Truth in Sentencing also requires offenders to serve their entire minimum sentence in a prison before being eligible for parole. References Smith, K. (2012). New study says truth-in-sentencing in Arizona has made state safer . Retrieved from http://www.corrections.com/news/article/29977-new-study-says-truth-in-sentencing-in-arizona-has-made-state-safer Bottoms, A.E. (1999). Interpersonal violence and social order in prisons. Crime and Justice, 26, 205-281. The University of Chicago Press. Retrieved June 4, 2009, from http://www.jstor.org/pss/1147687.

The Job Sample

Career Interview Report Your Name Mrs. Healy ENG4E Due Date TABLE OF CONTENTS Bing Crosby Interview†¦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‚¬ ¦.. 3 Donald Trump Interview†¦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‚¬ ¦.. 4 Marge Simpson Interview†¦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‚¬ ¦5 Joanne Milford Interview†¦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‚¬ ¦.. 6 Sheila Simms Interview†¦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‚¬ ¦7 Summary†¦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‚¬ ¦8 Bing Crosby Interview Friday, October 15th, 2010 Name: Bing Crosby Age: 33 Name of Workplace: TA Appliance Warehouse Occupation: Dock Worker at Appliance StoreJob Description: Unload trucks, check for damage on stock, compare shipping documents, unpackage product, stack shelves, sweep floors, answer phones, keep area clean and safe, report safety concerns. How long have you worked at this job? 2 years Income: $13. 25/hour, time and a half for overtime Education: High School Diploma Training: One hour of orientation, two hours of WHMIS Other Information: Bing learned about his job from his friend who also works at TA Appliance Warehouse.Bing enjoys his job because he makes a decent wage and works a t least 40 hours per week plus overtime twice a month. Generally, he enjoys the people that he works with and his boss treats all the workers with respect. There are some rules but, overall, it is not a strict workplace and they have a good time. Bing does not receive any benefits and is not involved with a union. This was not what Bing planned on doing as a kid. He actually wants to be a plumber and plans on becoming an apprentice in the next six months.Marge Simpson Interview Sunday, October 17th, 2010 Name: Marge Simpson Age: 45 Name of Workplace: Cambridge General Hospital Occupation: Registered Nurse Job Description: Check patient care forms, monitor patient status, respond to patient calls, log in updates on charts, administer medication, complete and file forms, answer phones. How long have you worked at this job? 15 years Income: $32/hour, time and a half for overtime Education: High School Diploma, 4 Year Registered Nurse Program at Conestoga CollegeTraining: Training semin ars occur multiple times a year to keep us updated in emergency procedures, cardiac care, etc. Other Information: Marge always wanted to be a nurse, ever since she was a little girl. She made sure that in High School, she took all of the right courses like Science and Biology. Marge went to nursing school at Conestoga College in Kitchener for four years and immediately applied to the local hospitals in her area. She worked as a relief works for a few years and became full time 10 years ago.She works 60 hours which is a lot but the overtime is really helpful. The downfall is that she is required to work at least one weekend per month and two holidays a year but her seniority allows four weeks off a year! As a nurse, Marge has excellent benefits and belongs to a union. She enjoys the people she works with and really likes the fast-paced environment. Sometimes it can get very stressful because the paperwork can be very overwhelming. SUMMARY This is where you will write about what you h ave learned during all of your interviews.Things to discuss could include the following: †¢ What you think about the jobs and why †¢ Your favorite job. Explain why. †¢ Your least favorite job. Explain why. †¢ Would you consider any of these jobs? †¢ Do you know others who do any of these jobs? †¢ Do they like their jobs? †¢ Try to identify any connections between any of these jobs and your future career considerations. †¢ What other things did you learn throughout the interview process? Ensure that the summary response is†¦. _____ONE PAGE _____DOUBLE SPACED _____SIZE 12 FONT

Molarity Calculations

Molarity Calculations Student Name: Fausto ZuritaPartner #1 Name: Alice ParkPartner #2 Name: Garret KernPartner #3 Name: Sherry FanDate: March 12, 2014Course Title: Magnet ChemistryCourse Teacher: Mr. LodalBlock: C and Period: 6Lab Experiment #2 ~ Molarity CalculationsPurposeThe purpose of this experiment was to determine the concentration of a solution using analytical chemistry. The purpose of this particular experiment was ultimately to determine the concentration of acetic acid in vinegar. This experiment gave students the opportunity to determine the chemical property of a solution in an experiment similar to the experiments performed by real-world scientists.IntroductionA solution is a homogenous mixture of two or more substances. A solution is formed when one substance known as a solute dissolves into another substance known as a solvent as a result of a chemical reaction between the two substances. One important property of a solution is the concentration of the solution.English: Drain cleaner as sold in the hardware sho...There are multiple ways that the concentration of a solution can be measured. The most common measurement of the concentration of a solution is known as molarity. The molarity of a solution is defined as the number of moles of a solute in one liter of a solution. Another common measurement of the concentration of a solution is known as mass percentage. The mass percentage of a solution is defined as the ratio of the mass of a solute to the mass of a solution. The mass percentage of a solution is expressed as a percentage. This experiment will determine the concentration of a solution in mass percentage. The purpose of this experiment is to determine the concentration of acetic acid in vinegar. In the experiment, two solutions, sodium hydroxide in water and vinegar, will chemically react. Vinegar is a solution that consists of water,

How the Meiji Restoration Ended Shogunal Rule in Japan

How the Meiji Restoration Ended Shogunal Rule in Japan The Meiji Restoration was a political and social revolution in Japan from 1866 to 1869 that ended the power of the Tokugawa shogun and returned the Emperor to a central position in Japanese politics and culture. It is named for Mutsuhito, the Meiji Emperor, who served as the figurehead for the movement. Background to the Meiji Restoration When Commodore Matthew Perry of the U.S. steamed into Edo Bay (Tokyo Bay) in 1853 and demanded that Tokugawa Japan allow foreign powers access to trade, he unwittingly started a chain of events that led to Japans rise as a modern imperial power. Japans political elites realized that the U.S. and other countries were ahead in terms of military technology, and (quite rightly) felt threatened by western imperialism. After all, mighty Qing China had been brought to its knees by Britain fourteen years earlier in the First Opium War, and would soon lose the Second Opium War as well. Rather than suffer a similar fate, some of Japans elites sought to close the doors even tighter against foreign influence, but the more foresighted began to plan a modernization drive. They felt that it was important to have a strong Emperor at the center of Japans political organization to project Japanese power and fend off Western imperialism. The Satsuma/Choshu Alliance In 1866, the daimyo of two southern Japanese domains- Hisamitsu of Satsuma Domain and Kido Takayoshi of Choshu Domain- formed an alliance against the Tokugawa Shogunate that had ruled from Tokyo in the Emperors name since 1603. The Satsuma and Choshu leaders sought to overthrow the Tokugawa shogun and place the Emperor Komei into a position of real power. Through him, they felt that they could more effectively meet the foreign threat. However, Komei died in January 1867, and his teenaged son Mutsuhito ascended to the throne as the Meiji Emperor on Feb. 3, 1867. On Nov. 19, 1867, Tokugawa Yoshinobu resigned his post as the fifteenth Tokugawa shogun. His resignation officially transferred power to the young emperor, but the shogun wouldnt give up actual control of Japan so easily. When Meiji (coached by the Satsuma and Choshu lords) issued an imperial decree dissolving the house of Tokugawa, the shogun had no choice but to resort to arms. He sent his samurai army toward the imperial city of Kyoto, intending to capture or depose the emperor. The Boshin War On Jan. 27, 1868, Yoshinobus troops clashed with samurai from the Satsuma/Choshu alliance; the four-day long Battle of Toba-Fushimi ended in a serious defeat for the bakufu and touched off the Boshin War (literally, the Year of the Dragon War). The war lasted until May of 1869, but the emperors, troops with their more modern weaponry and tactics, had the upper hand from the start. Tokugawa Yoshinobu surrendered to Saigo Takamori of Satsuma and handed over Edo Castle on April 11, 1869. Some of the more committed samurai and daimyo fought on for another month from strongholds in the far north of the country, but it was clear that the Meiji Restoration was unstoppable. Radical Changes of the Meiji Era Once his power was secure, the Meiji Emperor (or more precisely, his advisors among the former daimyo and the oligarchs) set about refashioning Japan into a powerful modern nation. They: Abolished the four-tiered class structureEstablished a modern conscript army that used Western-style uniforms, weapons, and tactics in place of the samuraiOrdered universal elementary education for boys and girlsSet out to improve manufacturing in Japan, which had been based on textiles and other such goods, shifting instead to heavy machinery and weapons manufacturing. In 1889, the emperor issued the Meiji Constitution, which made Japan into a constitutional monarchy modeled on Prussia. Over the course of just a few decades, these changes took Japan from being a semi-isolated island nation threatened by foreign imperialism, to being an imperial power in its own right. Japan seized control of Korea, defeated Qing China in the Sino-Japanese War of 1894 to 95, and shocked the world by defeating the Tsars navy and army in the Russo-Japanese War of 1904 to 05. Blending Ancient and Modern to Build Anew The Meiji Restoration is sometimes characterized as a coup detat or revolution ending the shogunal system for modern Western governmental and military methods. Historian Mark Ravina has suggested that the leaders who created the events of 1866–69 did not do so only to emulate Western practices but also to restore and revive older Japanese institutions. Rather than a clash between modern and traditional methods, or between Western and Japanese practices, says Ravina, it was the result of a struggle to bridge those dichotomies and create new institutions that could evoke both Japanese uniqueness and Western progress.   And it didnt happen in a vacuum. At the time a global political transformation was underway, involving the rise of nationalism and nation-states. The long-established multi-ethnic empires- Ottoman, Qinq, Romanov, and Hapsburg- were all deteriorating, to be replaced by nation states who asserted a specific cultural entity. A Japanese nation-state was seen as vital as a defense against foreign predation. Although the Meiji Restoration caused a lot of trauma and social dislocation in Japan, it also enabled the country to join the ranks of world powers in the early 20th century. Japan would go on to ever greater power in East Asia until the tides turned against it in World War II. Today, however, Japan remains the third largest economy in the world, and a leader in innovation and technology- thanks in large part to the reforms of the Meiji Restoration. Resources and Further Reading Beasley, W.G. The Meiji Restoration. Stanford University, 2019.Craig, Albert M. Choshu in the Meiji Restoration. Lexington, 2000.Ravina, Mark. To Stand With the Nations of the World: Japans Meiji Restoration in World History. Oxford University, 2017.Wilson, George M. â€Å"Plots and Motives in Japans Meiji Restoration.† Comparative Studies in Society and History, vol. 25, no. 3, July 1983, pp. 407-427.

History of community policing Research Paper Example | Topics and Well Written Essays - 2500 words

History of community policing - Research Paper Example ator in the community. It refers to the change in philosophy regarding police duties versus community responsibilities to a team idea of complete quality management of the community (Worts, 2000). Arrington (2006) cites the ‘most often agreed upon’ definition of community policing by the United states Department of Justice (1997) as a philosophy of policing, which supports and promotes organizational strategies of dealing with the causes decreasing social disorder and crime fear by means of problem-solving techniques as well as community policing partnerships. He adds that proper community policing occurs cooperatively with the community being equal partners. Improving residents’ life quality as well as making them feel safer should be the main objective of police. This idea led to the development of several diverse police tactics and strategies intended for the improvement of the relationship between the police and the community. The idea of community oriented po licing lies on the premise that reducing the fear of crime by citizens while at the same time forming a partnership between the community and the police is a meaningful police organizations’ goal (Community oriented policing services, 2011). Samaha explains that in its description of community policing, the Community-Oriented Policing services 2004 (COPS) states that the focus of community policing is social disorder and crime by delivering police services, which includes facets of traditional law enforcement and prevention, community partnerships, and engagement, and problem-solving. COPS further states that the model of community policing creates a balance between reactive responses to call s for service and proactive problem solving focusing on disorder and crime’s causes. The joining of both the citizens as well as the police as partners in recognizing and addressing those issues effectively is very important. COPS’ definition of community-oriented policing adds up to three elements. To start with, it entails the identification, analysis, response to, as well as the evaluation of community problems evaluation by focusing not only on specific crime and disorder incidences but also on their causes. Secondly, it entails incorporating other agencies of the government in addition to private community resources community service organizations as well as businesses with the aim of working on problems. Thirdly, it entails the working together of the police and the community to achieve the task of maintaining order, controlling crime as well as other social services to the social services to the public (Giles, 2002). The primary concern of community-oriented policing (COP) is developing a working relationship with the society. The idea behind it is that if the community partners with the police, increased security and crime reduction can result. COP stresses the fact that residents are the main line of protection against fear, crime, disorder a s well as the worsening of life quality in their vicinity. Therefore, residents, in community-oriented

Spatialization Paper Assignment Example | Topics and Well Written Essays - 1000 words

Spatialization Paper - Assignment Example The Chinese city of Beijing, is a good example of the impact that globalization has on the people and the environment. While the concept made it possible for multinational companies (MNCs) from United States and United Kingdom to seek cheap manufacturing plants owing to cheap labor costs, it has experienced a fair share of problems related to generation of immense pollution and the contamination of the environment especially from the toxic greenhouse gases emitted from the factories. For these reasons, it is important to assess the impact of contemporary globalization in the city of Beijing and determine whether it is turning the city into a meaningful region or reaping it apart. The large population in the Chinese city of Beijing is a good factor for cheap labor (Piron, 2006). Many factories are located in the city because it provides a large population of unemployment. Besides, the country does not have effective labor regulatory organizations that can push these factories to provide appropriate and standardized salaries and work conditions for its employees. Many employees are hired on contractual basis. Although these put the life of the workers at jeopardy, it provides an ample position of companies to generate huge revenues. One many factor that impart negatively on the city is the generation of pollution. Chinese cities have the worse pollution records in the world. Rapid industrialization in the cities that deals with the manufacturing industries like hey facilities, heavy industries, the cement processing, and steel works. These industries form the integral part of the country’s development agenda and the prosperity of the nation (Marginson a nd Gugielmo, 2010; Brewster et al., 2004). These industries use coal, oil and other forms of non-renewable forms of energy that generates huge amounts of greenhouse gases, which accumulates into the atmosphere. The effects of contemporary globalization have lured

Taino Construction Supplies Case Study Example | Topics and Well Written Essays - 500 words

Taino Construction Supplies - Case Study Example Besides the company is environment protection and social oriented. This is reflected in green building and social projects participation, using alternative ways of the extraction of sand. Secondly, Rivera analyses the company’s competitors, customers and market situation. It appears that though Taino does not have direct local competitors there are competitors on the global level and the main of them is Cementos de Mexico which is Tainos partner and client at the same time. Another big customer is House Depot (retail) and some big construction companies. The market analysis shows that the construction market in San Felipe is in time of crisis. However, some segments for example â€Å"do-it-yourself† are stable. Besides the company have faced with other challenges, such as government, environmental groups and partners difficult relations. At the same there are emerging possibilities on the market to raise sales of some products in home market and exporting to other count ries in particular into some states in the USA affected by hurricanes. Consequently, Mario Rivers searches for the ways of turning all the innovation investments in competitive edge of the company.

Syllabus: Designing Needs Assessment

Syllabus: Designing Needs Assessment The two terms of prime focus of this study are: Syllabus and Needs. This chapter includes a literature review on different aspects of syllabus designing and needs assessment .The characteristics and many faces of Curriculum Development/ Syllabus Design are presented in addition to needs assessment, reasons for conducting needs assessment, steps in needs assessment and the relationship between syllabus designing and needs assessment. 2.1 Curriculum A key term of this study is-Curriculum, hence this section aims to give clarity on the meaning, scope and process of curriculum. A common error that comes into notice while studying curriculum development process is the synonymous use of the words-curriculum and syllabus. This section also attempts to demarcate and differentiate these two words so that the course designers and developers may systematically initiate the process in context to SGBAU. 2.1.1 Definitions of Curriculum Although the idea of curriculum is not new and has been extensively used by education planners yet there remains considerable dispute as to meaning. The word is from the Latin root currere. It means a course or race. It term originated from the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. Throughout the history of second-language programmes, the concept of curriculum has been important. However, there is little general agreement on actual form, function, and scope of curriculum. Before discussing the theory of curriculum development, some definitions of curriculum as quoted by Finch, A.E. (2000)1 are presented below: Stenhouse (1975) describes Curriculum as an attempt to communicate the essential properties and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice Eisner Vallance 1974, describe curriculum as: what can and should be taught to whom, when, and how Nunan 1988 adds to his curriculum elements designated by the term syllabus along with considerations of methodology and evaluation White et al. 1991,see curriculum as concerned with objectives and methods as well as content. Such a definition involves consideration of the philosophical, social and administrative factors of a programme. Richards, Platt ,and Webber 1985, definition of curriculum focuses on the components necessary for delivering instruction and evaluating the success or failure of the curriculum.: An educational programme which states: (a) the educational purpose of the program (the ends); (b) the content, teaching procedures and learning experiences which will be necessary to achieve this purpose(the means); (c) some means for assessing whether or not the educational ends have been achieved Tanner, 1980 define curriculum as : The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners continuous and willful growth in personal social competence. Celce-Murcia and Olshtain,2000, offer the following definition of curriculum: A language curriculum can be viewed as a document that provides guidelines for textbook writers, teacher trainers, language teachers, developers of computerized and hi-tech teaching aids, language testers, and many other populations that might function as stakeholders in the language teaching context. As such a curriculum should express the cultural, social and political perspectives of the society within which it is to be implemented. It combines past and present ideologies, experiences, philosophies, and innovations with aspirations and expectations for the future. It serves as the major framework within which educational decision making is carried out with respect to goal specification and teaching methodology, teacher training and text book selection. The term curriculum is generally seen to include the entire teaching/learning process, including materials, equipment, examinations, and the training of teachers and the syllabus, are therefore subsumed by this definition. From the above definitions and interpretations of curriculum , there emerge two broad perspectives According to the first of these, the term curriculum has a narrower scope and refers to the substance of a programme of studies of an educational system. In the second (and more recent) meaning, curriculum includes the entire teaching/learning process, including materials, equipment, examinations, and the training of teachers. 2.1.2 Curriculum Components Despite the different perspectives on the meaning and scope of curriculum, Stern (1983) identifies three major curriculum components, which are further amplified by Breen Candlin (1980) and Stenhouse (1975) as presented in table 2.1 below: TABLE 2.1: MAJOR CURRICULUM COMPONENTS OF SECOND LANGUAGE PROGRAMMES Stenhouse (1975) Breen Candlin (1980) Stern (1983) i) planning; ii) empirical study; iii) justification. i)language teaching (what is to be learned?); ii) methodology (how is the learning to be undertaken and achieved?); iii) evaluation (to what extent is i) appropriate and ii) effective?). i) purposes and content; ii)instruction; iii) evaluation. Source: STERN 1983 According to Richards, Platt ,and Webber (1985) the most important components of curriculum development are: (a) the study of the purposes for which a learner needs a language(needs analysis); (b) the setting of objectives, and the development of a syllabus, teaching methods, and materials; (c) the evaluation of the effects of these procedures on the learners language ability. Brown (1989) concentrates on the following curriculum components: needs analysis, instructional objectives, tests, materials, teaching, and evaluation. TABLE 2.2 Curriculum Process Model NEEDS ANALYSIS E V A L U A T I O N OBJECTIVES TESTING MATERIALS TEACHING (Source:Brown 1989) There are some components that are common in all the above perspectives and they are: Needs analysis Setting of objectives Teaching Evaluation However, it is important that the two prime stakeholders should be involved in the curriculum development process. As Hills 1976, puts it- no teaching/learning method however innovative or systematic can succeed without a proper consideration of the two main participants, the student and the teacher. every learner will bring a different set of knowledge and experiences to the learning process, and will construct in different ways, their own sense of the situation with which they are faced. (Williams Burden 1997:96) It is therefore necessary to involve teachers and students in the process of curriculum design and to allow for individual differences in learners (Breen Candlin 1980:94) and for changes in self-perceptions of these differences as the courses progress. In the light of these considerations, important questions about curriculum content to be addressed are: How do the learners perceive themselves as language learners? What effect do their personal constructs have upon the process of learning a new language? How do individuals go about making sense of their learning? How can teachers assist learners in making sense of their learning in ways that are personal to them? (Williams Burden1997:96) 2.1.3. The Stages of Curriculum Design Curriculum designing is a systematic process and every stage needs to be followed sequentially. Tabas outline (1962:12) of the steps which a course designer must work through to develop subject matter courses has become the foundation for many other writers suggestions. Her list of curriculum processes includes the following: Step 1. Diagnosis of needs Step 2. Formulation of objectives Step 3. Selection of content Step 4. Organization of content Step 5. Selection of learning experiences Step 6. Organization of learning experiences Step 7. Determination of what to evaluate, and the means to evaluate Cited in Yordanova Svetlana, 2000 According to Long Richards [quoted by Johnson, 1989: IX] language curriculum design is regarded as a decision making process and involves: Policy making. Needs assessment. Design and development. Teacher preparation and development. Programme management and evaluation. a) Policy making Based on the information collected about learners , educational objectives and strategies have to constructed. According to Breen (1980) -The communicative curriculum defines language learning as learning how to communicate as a member of a particular socio-cultural group. The social conventions governing language form and behavior within the group are, therefore, central to the process of language learning. For Nunan [1994] the aim of communicative language learning is achieving language proficiency based on the development of the four macro skills. The level of language proficiency therefore ,vary for different groups of learners and will depend on learners needs. Thus this a crucial stage of curriculum development as it spells out the scope of the curriculum as well as the strategy to be used for curriculum design and implementation. b) Needs assessment On the basis of the identified aim it is possible to make an analysis of the learners both linguistic needs (expressed in structures or functions) and communicative needs expressed in communication situations. Needs assessment is discussed in detail in a subsequent section of this chapter. c) Curriculum design With the aims of the curriculum identified and the needs of the learners analyzed, the specific learning goals can laid for the different levels of the course (year/term). These learning objectives can be categorized as follows: Product objective- specifying the learners target language proficiency and performance. Process or pedagogic objectives- specifying the the learning process and methodology that shall be adopted to the learning outcomes. While deciding the learning framework the following are usually ascertained: Objectives or what is intended. Means or what is to be done to achieve the objectives planned. The results or evaluation of what is achieved. L. M. Kamysheva It is important that there is a logical relationship between the ends and the means. If there is a gap or discrepancy between the objectives and the process adopted in the classroom language curriculum would fail to achieve the desired result. It is this problem that constantly challenges language planners and often results in failure of many well-conceived curriculum. Just as there are product and process objectives there are product-oriented (summative evaluation) and/or process-oriented (formative evaluation) approaches to evaluation [Weir Roberts, 1994]. Evaluation usually attempts to compare current performance with desired performance by means of testing. The evaluation can be quantitative (based on quantitative criteria) and/or qualitative (based on qualitative criteria). Sometimes a mix of both may also be adopted to obtain valid findings. d) Teacher preparation and development Teachers are a vital part of the jigsaw puzzle of curriculum development and the curriculum designing process would be incomplete without their active involvement during development and implementation stages. Moreover, they are the ones who experience the curriculum in the class and their inputs are invaluable in subsequent curriculum improvements and innovation. e) Curriculum evaluation Course evaluation acts as a measure of the effectiveness of the curriculum and also provides indicators for further improvements and innovations. Evaluation is defined by Brown as the systematic collection and analysis of the relevant information necessary to promote the improvement of a curriculum and access effectiveness and efficiency. [Johnson, 1989: 223] According to Johnson, curriculum development would consist of a process of continuous adjustments or fine tuning. Curriculum evaluation consists in the interaction of formative (process) and summative (product) evaluation. 2.2 Syllabus A syllabus outlines what will be taught and thus helps the teacher and the learner to work together towards the objectives of the curriculum. Breen offers a very general definition of syllabus: the meeting point of a perspective upon language itself, upon using language, and upon teaching and learning which is a contemporary and commonly accepted interpretation of the harmonious links between theory, research, and classroom practice. (1987a:83) Hutchinson and Waters (1987:80) cited in Rabbini Roberto, 2002, define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects of language and linguistic performance. This definition focuses on outcomes rather than process. However, a syllabus can also be seen as a summary of the content to which learners will be exposed (Yalden.1987: 87). Yalden sees it as a representation of what will be taught and that it cannot accurately predict what will be learnt. Prabhu gives a more specific definition:specification of what is to be learnt (1987:89). For Allen HYPERLINK http://www.finchpark.com/afe/appends/(1984), the syllabus is that subpart of curriculum which is concerned with a specification of what units will be taught (Allen 1984:61), whereas for Yalden (1987), it is primarily a teachers statement about objectives and content, with formal and functional components in a dual progression of linear and spiral learning (cf. Stern 1984:14). Brumfit (1984d) specifies content (linguistic, sociolinguistic, pragmatic, cultural, substantive), and also sequences the learning that takes place, while NunanHYPERLINK http://www.finchpark.com/afe/n.htm#Nunan (1988c) takes a wider, non-specific view of a framework within which activities can be carried out: a teaching device to facilitate learning (1988c:6), and Prabhu (1987) proposes a form of support for the teaching activity that is planned in the classroom and a form of guidance in the constructio n of appropriate teaching materials (1987:86). In contrast, Kumaravadivelu sees the syllabus as a preplanned, preordained, presequenced inventory of linguistic specifications imposed in most cases on teachers and learners and claims that this is a widely recognized perspective (1993b:72). The above definitions rather than bringing clarity, add to the complexity of understanding the term syllabus: every syllabus is a particular representation of knowledge and capabilities. And this representation will be shaped by the designers views concerning the nature of language, how the language may be most appropriately taught or presented to learners, and how the language may be productively worked upon during learning. (Breen, 1987a:83) 2.2.1 Curriculum/Syllabus The two termscurriculum and syllabus, are often used synonymously with each having areas and functions not distinctly defined. The discussion and confusion between the two terms continues since these can at times be very close in meaning, depending on the context in which they are used (Nunan 1988c:3). However for course designers and developers a distinction between the scope, objectives and functions of the two terms- curriculum and syllabus is necessary. Stern (1984) defines syllabus as connected with content, structure, and organization, while curriculum development is viewed as connected with implementation, dissemination and evaluation. For Yalden (1984) syllabus is connected with learners needs and aims. Syllabus along with selection and grading of content specifies and grades learning tasks and activities. While syllabus design refers to the what of a language programme, methodology is concerned with the how (p. 7). Nunan, 1994. Candlin (1984) as cited in Nunan, 1994,states the fact that while curriculum is connected with language learning, learning purpose and experience, evaluation, and the role relationships of teachers and learners, syllabus is a more concrete term, referring to the actual events in the classroom, i.e. the application of a syllabus to a given situation. Breen (1980) sees syllabus as a part of the overall curriculum: Curriculum can be distinguished from syllabus in that a syllabus is typically a specification of the content of teaching and learning and the organization and sequencing of the content. Content and its organization is subsumed within a curriculum as a part of methodology. A syllabus is therefore only part of the overall curriculum within which it operates. Stenhouse (1975:4), and Allen (1984) proposes: [a] clear distinction, similar to that which has been prevalent in Europe, the curriculum being concerned with planning, implementation, evaluation, management, and administration of education programmes, and the syllabus focusing more narrowly on the selection and grading of content. (1984:61, cited in Nunan 1988HYPERLINK http://www.finchpark.com/afe/n.htmc:8). The position presented in Dubin and Olshtain (1986:3): A curriculum is a document of an official nature, published by a leading or central educational authority in order to serve as a framework or a set of guidelines for the teaching of a subject area-in our case a language- in a broad and varied context. Thus , a state at the national level, aboard of education at the district level, a community at the municipal level or a university or college at the local academic level may choose to issue a document stating the scope and goals of its program for teaching a second or foreign language. Accordingly, such a curriculum will present broad overall perspectives that can apply to large number of different programs within the specified context. At the state level, the document will be concerned with goals that apply to all types of schools and segments of the population. At the district level it will apply to all schools within the district and at a given university to all the language courses-even though they may be taught in different depart ments. A Syllabus, in contrast to the curriculum, is a more particularized document that addresses a specific audience of learners and teachers, a particular course of study or a particular series of textbooks. Ideally, in this sense, a curriculum should be implemented through a variety of syllabuses and each of these syllabuses should be compatible with the overall curriculum. At the state level this would mean that the curriculum provides general guidelines for all educational planners and policy makers and all material and courseware developers. All textbooks, supplementary materials, tests and courseware would be designed so as to fit the goals specified in the general curriculum. The above definitions and perspectives on syllabus and curriculum thus make it clear that curriculum has a broader scope and starts with deciding course objectives and ends with evaluation to judge whether the course objectives have been met. The term syllabus is seen as a part of curriculum which specifically refers to content selection and classroom delivery. 2.2.2 Classifications of Syllabus and Approaches to Syllabus Design There are at present several proposals and models for what a syllabus might be . Yalden (1983) describes the major current communicative syllabus types which were summarized by J.C. Richards and T.S. Rodgers (1986) with reference sources to each model: Type

An Introduction to Windows 2000 Professional Essay -- Essays Papers

An Introduction to Windows 2000 Professional Reliability Windows 2000 Professional is up to 30 percent faster and, according to National Software Testing Labs (NSTL) tests, 13 times more reliable than Windows 98. The operating system is the most reliable version of Windows ever produced. Memory conflicts and missing or altered system files caused many of the system crashes prior to Windows 2000. To put an end to these problems, Microsoft changed Windows 2000 memory management to reduce the chance that software applications will interfere with one another. In addition, Windows 2000 includes a built-in safeguard called Windows File Protection. This feature helps prevent critical operating system files from being deleted or altered by users or applications. Industry studies show that as much as 80 percent of system failures can be traced to human errors or flawed processes. If a system file should be changed or deleted, Windows File Protection can detect the change, retrieve a correct version of the file from a cache, and restore it to the system file folder. The end user never knows the repairs have been made because Windows 2000 just keeps running ( (1)Windows). The following is a list of improvements in Windows 2000. It should be noted that this covers the entire Windows 2000 family (Server, Advanced Server, and Professional). †¢ Improved Internal Architecture: Windows 2000 includes new features designed to protect your system, such as preventing new software installations from replacing essential system files or stopping applications from writing into the kernel of the OS. This greatly reduces many sources of operating system corruption and failure. †¢ Fast Recovery from System Failure: If your system does fail, Windows 2000 includes an integrated set of features that speed recovery. †¢ Improved Code with Developer Tools: Microsoft provided third-party developers with tools and programs to improve the quality of their drivers, system level programs, and application software. These enhancements make it easier for independent software vendors to write dependable code for Windows 2000. †¢ Reduced Reboot Scenarios: Microsoft has greatly reduced the number of operations requiring a system reboot in almost every category of OS fun... ...ss/relavail Asp, Accessed 9 September 2001. 3. Mobile Computing and Windows 2000 Professional, www.mightywords.com, Accessed 15 September 2001. 4. (2) Windows 2000 Professional and Server Score an ‘A’ for Performance and Reliability, http://www.microsoft.com/windows2000/professional/evoluation/ news/external/gigaa.asp, Accessed 9 September 2001. 5. (3) Windows 2000 Professional: Built for Mobile Users, http://www.microsoft.com/windows2000/professional/evaluation/business/overview/ mobile/default.asp, Accessed 16 September 2001. 6. (1) Windows 2000 Professional: Most Reliable Windows Ever, http:// www.microsoft .com/windows2000/professional/evaluation/business overview/reliable/muchmore, Accessed 9 September 2001. 7. (4) Windows 2000 Professional: Easy to Use and Maintain, http://www.microsoft.com/windows2000/professional/evaluation/business/overview/ manage/default.asp, Accessed 21 September 2001. 8. (5) Windows 2000 Professional: Internet Ready, http://www.microsoft.com/ windows2000/professional/evaluation/business/overview/internet/default.asp, Accessed 22 September 2001.