Journal Writing: Declaration of Independence Essay

The Declaration of Independence by Thomas Jefferson plays an important role to the lives of the American people. Gaining liberty from the authority of the British colonizers signaled the right of the Americans to decide their own fate when it comes to the way by which they can lead themselves as one nation. In relation to this, the Declaration of Independence was able to touch to the sentiments of the people and also connect to the very ideals and values of the American nation because of Thomas Jefferson’s use of the art of rhetoric. The use of rhetoric devices allows Thomas Jefferson to create an effect upon its audience during the time of the very affirmation of freedom for the American people and even at the present time with the readers of the Declaration of Independence. The persuasive appeal of the Declaration of Independence is rooted from the use of ethos, pathos, and logos. Ethos or the standing of the writer is clearly seen at the beginning of the Declaration of Independence, which discusses the course of human events that paved the way for Americans to achieved freedom. Pathos or the appeal to the emotion is seen in the first sentence of the second paragraph wherein the rhetoric device of repetition is applied in the use of the word â€Å"that†. By using the word â€Å"that†, Thomas Jefferson was able to enunciate among the audience and readers with great clarity the fundamental beliefs of the American people. In addition, the use of â€Å"that† also emphasizes the rights of the American people which should be bestowed upon them. Logos or the appeal of the writer to reasoning is greatly observable in the second and fourth paragraph, wherein the writer used deductive and inductive reasoning in order to pint out the importance of independence (Jefferson, 1776). Furthermore, anaphora and parallelism is also employed by Thomas Jefferson in listing the grievances of the American people towards the British rule. The concluding paragraph also relies on parallelism and repetition in asserting the decline of the colonies and the need for the establishment of free and independent states. Lastly, ethos is once again observed in emphasizing that the signers of the Declaration of Independence are heroes who will willingly risk everything to fight for the rights of humans that are established by God (Jefferson, 1776).

Boys Without Girlfriends

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Advertising and Stereotype Essay

Introduction: Good morning Ms McCurdy and class, everyday, from watching TV program to reading magazines, we are amazed with a big range of advertisements. Businesses spend heaps of money on creating advertisements to promote their products. Promoters not only create the advertise technique, symbolic and written codes but also stereotypes, which are commonly used. Stereotype is everywhere and usually majority focuses on woman. In ancient world, they usually stereotype woman as the person always stands behind men’s back but nowadays, woman often said to become stronger and successful. I have chosen an ad, which advertises for Maybelline lipstick products. The ad is a typically example to analyse about the stereotypical strong, successful and beautiful woman. Brief analysis symbolic aspects: The ad is made up of two parts, the left hand side and the right hand side. On the left hand side is a female model with a big brown pair of glasses, who is using Maybelline lipstick. And on the right hand side is the feature of the actual products and some of its introduction. As you may notice the setting, the ad is not divided into 2 equal halves but 1/3 and 2/3. When drawing or designing, designers usually avoid dividing their graphic because it will make the picture balanced and there is no focus point. If the designer makes the picture of model and the products equals, the readers would not pay attention on neither left hand side nor right hand side. Further more, we, readers usually tend to look at a subject from left to right. That’s why the designer arranges the model on the left and products on the right. So that when we look at the ad, we will eventually espy on the model’s lips with shiny colour and after that, a question immediately jumps into our heads is why her lips look so attractive. The answer will be revealed when we see the liquid glossy lip colour on the right hand side. This technique is called â€Å"transfer†, which is an idea that suggests us the positive qualities. As well as that, we might see that the model is wearing glasses. She must want to be fashionable but she wears light make up. Why.. She must put on mass of make up to be more attractive. The reason is because the producers want us to pay attention on her lips and the eyes are said to be the windows to soul. Therefore, they will attract more attention than the lips do, they should cover the eyes, so that we will focus on her dazzle lips. On the right bottom corner is the product in which the promoter is trying to persuade their customers to buy. Placing it beyond the pink bubble, it denotes that Maybelline lip colour is magical and there are many different colours. Colour is also an â€Å"ingredient† of a catchy advertisement. It is one of the major strategies in drawing the target audience’s eyes towards the design space, and then appealing their emotions to buy their products. Brown is a warm neutral colour. It presents for steadfastness, simplicity, friendliness, dependability and health. They choose brown as the main colour to match with the colour of products and model natural skin. Every feature such as glasses cloth and model make up all match with the brown background. Brown is believed to connote a kind, strong and determined woman. Technical Aspects: The ad applied low camera angle since they try to stereotype a powerful and successful woman. Additionally, her posture and gesture also affect the success of the ad. If the model is smiling brightly, it will reflect that the product make you look cute rather than sexy. If the model’s face is on eye-level, the ad has nothing mysterious or seductive. Words: Moreover, language is also a significant point that contributes into a good ad. On the top right hand side of the ad, there is a sentence that written in white capital letter said: â€Å"At the click of a wand! Concentrated shine perfectly defined fall under its spell† They use metaphor in this sentence. The lipstick is said to be a magic wand that when you click it, the shiny liquid from it will fall on your lips like you make a spell on it. I think Maybelline has an impressive slogan. It is â€Å"maybe she’s born with it. Maybe it’s Maybelline†. Really? Can you be born with a brown shiny dazzle lips? Can you be born with mass of make up, that call Maybelline. No, you cant, the producer uses another pun here, where it uses hyperbole to say that woman need cosmetic to fulfill and maintain their beauty. Stereotypes have been used: This advertisement stereotype a feisty woman, who still look beautiful even she wears plain make up. However, she still needs to wear lipstick to maintain her exquisiteness. The stereotype in this ad is appropriate for woman, who is in age of 25 – 30 because they usually be said as grow-up woman, they experience the life and become stronger but they are still woman indeed, still want to take care of their beauty along with the time is gone. Effectiveness of the advertisement and the sale pitch: The question that advertisement create towards target audiences is should they buy this products or not? What are their advantages if they purchase it? The promoter saying that if you buy the products, you will be noticeable in the crowd without being called a â€Å"plastic doll† with expensive cloth and â€Å"heavy† make up on your face that hide your true person. I believe that this Maybelline’s lip colours advertisement is very effective in numerous ways, like hiring an international model, Deepika Padukone, to be the ‘perfect woman’ in the design space. She is glamorous with her natural brown skin. This is a good ad, which stereotype another view-point of people towards female, where female is no longer weak and depend on male but determine and successful. Conclusion: In conclusion, not all females are seductive and a subservient object for men but I believe that everyone has their feisty heart and the beauty inside them. Stereotypes are assumption; they are not 100 % true. So don’t let it make you feel bad or not good enough compare to other people.

Statement of professional Goals Essay Example | Topics and Well Written Essays - 250 words - 1

Statement of professional Goals - Essay Example This will help me in my career progression in that it will enable me to go for leadership and managerial positions in reputed organizations. This degree will prove to be a fruitful extension of my qualification in that I will become a competent professional in fields like tourism and hotel management. I anticipate that organizational expectations of hospitality managers have increased. In today’s modern business world, a hospitality manager conveys a strong impression when she looks for a job. She is given more supervisory duties, which I am sure that I am capable of performing. I believe that keeping in view my academic qualification, and my need to complement my previous degree, the authorities will definitely consider my application for admission in their reputed university. I assure that I shall prove to be a competent student for your university and a reputed professional in the

Humans and The origins of civilization Essay Example | Topics and Well Written Essays - 750 words

Humans and The origins of civilization - Essay Example In Hebrew civilization, one god is worshiped and revered. The gods protect the society from plagues, misfortunes, thus offering assistance at all times. The gods are worshiped and revered. For instance, when plagues inflict Achaeans, they offer sacrifices in form of blemish goats and lambs to King Apollo in order to get protection. Consequently, when Job loses his wealth and children, he prays and offers sacrifices to god in order to seek forgiveness and protection. Job lost wealth and children as well as got attacked by a dreadful skin disease. However, he prayed and never lamented to God despite receiving pressure from friends. Instead of cursing and abusing God, he cursed the day his mother conceived him as well as the day he was born (King James Version, Job. 1. 3 - 15). Therefore, Job prays to his God while Atrues prays to Apollo who is the god of silver bow. Consequently, Job offered sacrifices to God on learning of the misfortune on his family. Consequently, Greeks consider pe rsistence of plagues as result of continuous provocation of god just like the Hebrews. Moreover, Goddess Minerva tells Achilles to obey the command from the two gods since they hear prayers from people who obey their command (Homer, 2). Agamemnon, the son of Atreus robed Achilles the daughter of Briseus, his prize by offered to him by Achaeans, thus causing misery to her father. The Greek and Hebrew civilizations consider that their gods live in heaven (Perry, 46). They recognize priests and their role, thus, disobedience to them results into misfortune. Therefore, the Greeks and Hebrews value priests and respect their instructions and teachings. Among Greeks, misfortune occurred when Atrues dishonored the priest, Chryses (Homer, 4). For instance, when Apollo attacks Achaeans, they seek help from priests, prophets, readers of dreams. Just like Greeks, Hebrews believes God protects the poor from harm caused by the mighty. Consequently, in replying to the demands from friends, Job ass erts that life, strength come from (King James Version, Job. 1. 20 - 21). Moreover, both Greeks and Hebrews organized feasting parties. Job’s sons organized feasting parties in their houses and invited their sisters to celebrate together. Consequently, the son of Atreus organized purifying ceremonies for the Achaeans after returning the daughter of Chryseis. The ceremony involved slaughtering of goats and bulls without blemish in order to purify society from the plaques placed upon them by King Apollo (Homer, 7). The Greeks and Hebrews also value wealth, children, and servants, seen as gifts and blessing from the supernatural beings. However, there are differences in their values and worldviews. Among Hebrews, God is revered. They also value perfection and upright living with avoidance or shunning of evil (King James Version, Job. 1. 1-2). Conversely, the Greeks recognize many gods and goddess such as Juve, King Apollo, and Pallas among others who they revere and value (Homer , 1). Among Hebrews, there is only one God while Greeks recognize many gods and goddess. Theses gods and goddess have varied powers and strength unlike the Hebrew god who is alone and the very powerful King James Version, Job. 12. 1-14). Greeks consider King Apollo as the most powerful of all the gods and goddess. This is because, gods such as Jove; husband to Juno and son of Saturn, Juno; mother of men and gods and mother to Vulcan, Pallas Minerva and Neptune have varied powers

The Nature of Human Conflicts Coursework Example | Topics and Well Written Essays - 250 words

The Nature of Human Conflicts - Coursework Example People hold different beliefs about their environment, sometimes this brings about conflict if at all laws put across do not acknowledge ones interests. From this people tend to believe that laws are only made for the interest of that in power and not for the interest of the whole society (Kalinich, 2000, p. 35). Conflicts can also emanate from our genetic composition. These involves our reasoning and mental capacity. Every individual has a unique genes passed from one generation to another. The ability of ones understanding of the law depends on his brain capacity whether he is of sound mind or not (Kalinich, 2000, p. 38). There are different managerial typologies that are used to describe police administrators approach to conflict resolution one being scientific management. Here the police come up with a defined method of handling different criminal charges; in addition to that the judicial criminal system tries to come up with ways in which the police can carry out their duties without disruption to ensure efficiency (Kalinich, 2000, p. 102). The second managerial approach is process approach. These are different processes take place in a criminal justice agency to ensure resolution of conflicts. The police ensure discipline at all cost. Work is divided on line of specialization and directions are offered from authority in place. Another managerial typology focuses on human needs. It is important to notice that every individual ha s different needs. The most important ones are basic needs also known as physiological needs. These needs are well described by Maslow’s hierarchy of needs (Kalinich, 2000, p.

Hypatia of Alexandria (350-415) Essay Example | Topics and Well Written Essays - 500 words

Hypatia of Alexandria (350-415) - Essay Example She followed the school of thought that was derived by Plato and developed by Plotinus. She was multitalented and this made people envious until they condemned her as a witch, which led to her murder in 415. All her works were burnt in the Great Library. Hypatia lived during a time of great change, in the late fourth and the beginning of the fifth centuries. She was born in around 350 A.D., though the time of her birth is not well known. During that time women were not allowed to contribute much in the society and were only treated as property. They had few options but Hypatia managed to freely move and maneuver in a tradition that was male dominated. Slavery was a dominant issue during that time, as it had sapped the vitality of classical civilization. In about 400 A.D. the philosophy of Neo-Platonism was taught. The philosophy was founded by Plotinus. Hypatia at that time taught philosophy and was the head of the school of Platonist at Alexandria. Religion was a major development at that time and most of the Christians were converted to paganism through the teachings of Hypatia. In the city, there used to be several riots between the Christians and non-Christians. The Christians felt that the works of Hypatia undermined and threatened the stability of their faith. These events became the turning point of the life of Hypatia. It was during the reign of the Roman governor, who had a good relationship with Hypatia. During this time, the people in the city of Alexandria were naà ¯ve and lacked formal education. Hypatia was a symbol of scholarship, especially due to the scientific knowledge she possessed. This made other people in the city, particularly the Christians to despise Hypatia and they decided to murder her. The works and remains of Hypatia’s body were burnt with an aim of the termination of her teachings. Although the Christians managed to undertake her murder, the teachings and works of Hypatia remain

Essay of leotard in spanish Example | Topics and Well Written Essays - 500 words

Of leotard in spanish - Essay Example conozca una persona ya que esta en una posicion de poder alla. Lyotard es una persona influencial en terminos de haber influido los filosofos que querian tratar de examinar sus teorias. El postmodernismo de Lyotard es un gran tema en la linea de filosofos que filosofizaban sobre el postmodernismo. Lyotard es conocido por su influencia en haber influido no solamente el discurso de la ciencia. Tambien es conocido por su conocimiento del postmodernismo en las otras materias de las matematicas y tambien en los artes liberales. Todas estas areas se han desarrollados por la manera de la influencia que tenia Jean Francois Lyotard. Su contribuido a estas tres areas se ha revolucionado la manera en que vemos la materia de la filosofia. Tambien vemos a la materia del postmodernismo diferentemente tambien. Sin embargo, el modo en que el se ha contribuido a la materia de la filosofia no tiene precio. Gracias a el, tenemos una definicion funcional del postmodernismo como relata a las disciplinas de la ciencia, las matematicas, y los artes liberales.

Organizational Structure Paper Essay Example | Topics and Well Written Essays - 250 words

Organizational Structure Paper - Essay Example BPs marketing system has been to present itself as a green company producing new cleaner fuels for reducing CO2 emissions. On the other hand, this scheme might lead to loss of business to its competitors as people question its green image. Profit earned from selling product and services is shared among shareholders, used to fund future expansion and retains part of it to aid in search of new oil and gas reserves and invest on new technology or replace old machinery. Internal leadership and management are segmented into divisions that review contractors, thus enhancing flow of communication within the organization. Finally, BP focuses on diversification and branching out in its operations (Brown, 2012). Oil located in deep sea helps BP develop better processes for deep-sea drilling from cementing, testing for leakages, to well control and risk management. Functionally, BP should educate and train its personnel to enhance capability and competence. Departmentally, BP ought to adopt a centralized organizational structure as this will improve cost efficiency and inject consistency into operations. Finally, BP should focus on diversifying its marketing channels for the companys advantage (Bateman & Snell,

Wood processing technology Research Paper Example | Topics and Well Written Essays - 500 words

Wood processing technology - Research Paper Example Aesthetically recycled wood could be more resilient and more manageable than actual wood. In terms of strength recycled wood can also be comparable and would be able to withstand the requirement of wood products. The objective of the proposed thesis is to educate the different sectors dependent on wood and the sector that heavily contribute to wood processes of the advantages of recycled wood. It is also the objective of this thesis to provide alternative processes that would make use of recycled wood rather than raw wood in wood processes. The proposed thesis will be able to provide information on the different qualities and specifications of the different recycling methods and the recycled wood products that they produce. Using secondary sources and the works of others in the same subject of research will enable the proposed thesis to provide reliable information that could be used by wood producers. Due to the limited time and resources experimentation with regards to the strength and aesthetic impact of recycled wood cannot be done. â€Å"There is an increasing need to develop technologies in which renewable materials are used as direct replacement for non-renewables. Our current rate of consumption of non-renewable are high and in most cases increasing, but the reserves from which they are obtained are finite and exhaustible. Our present patterns of consumption are not sustainable in the long term. Although this problem appears to be unique to the 21st century, these concerns are not new.† (Hill) The wood industry is on its last breath as the last 10 million trees remaining on the world’s forest are being harvested for its wood. If sustainable wood processing technique is not found or developed that would rely heavily on processed wood. The wood industry will die as a trade. Wood processing is the only industry that directly damages the environment. The raw material itself comes

Fossil Evidence Essay Example for Free

Fossil Evidence Essay 1. A. Fossil evidence has been used to support evolution. Paleontologists have dug up old bones and other things that were preserved in sedimentary rock. All of these things that were found show evidence that there was life long ago, however that’s not the only thing these fossils show. Fossils also show that there have been changes in the organisms that have inhabited this earth. The reason it supports that is once we compare the fossils to another organism, by using many different techniques, we can then see how the fossil from back then has adapted and evolved into this new organism. However it is still the same organism just modified to the environment it lives in during that time period. Just like everything else that has positives, this also has some negatives. One of the weaknesses of fossil evidence is that many organisms that died never got preserved because of where they were located. Not only were some organisms not fossilized, but some fossils were destroyed by geological processes. That leaves only some to be found. Despite these weaknesses the fossil record is still a great tool to show us the biological change that has occurred over vast amounts of time. B. The relationship between many organisms can be traced back to a common ancestor. As time progresses organisms evolve and change from this common ancestor, making it harder to just see the relationships between organisms. There are three types of evidence that explains how organisms can be related and that it just is the organism evolving; comparative anatomy, comparative biochemistry, and comparative embryology. One of the ones I am discussing is comparative biochemistry which is when you compare organisms by the similarity of their DNA, proteins, genes, gene products and their common genetic code. DNA, RNA, the genetic code and proteins are similar in all organisms. When the genetic and molecular similarity between species is great, that means that those two species are closer to sharing a common ancestor. The second one I will explain is comparative anatomy. This also shows that organisms share a common ancestor, but proves it by the similarities of the organism’s anatomical structure. You look at the organism’s body parts and their anatomy and look to see if there is any connection between the organisms. There are two major concepts to comparative anatomy; homologous structures and analogous structures. Homologous is when the structures are  similar due to common descent. While analogous is when structures are similar because they evolved in similar environments. You do this by taking the bone structures and looking the appendages, because that is where you can see if one or multiple organisms have the same bone structure for that particular area.

Detective stories have been very popular from the mid 1900s Essay Example for Free

Detective stories have been very popular from the mid 1900s Essay The victim in The Speckled Band was Helen Stoner and the victim in The Gatewood Caper was Audrey, even though she kidnapped herself. Both the victims in the two stories were women and they had a problem with their fathers. Audreys grudge was mainly due to the loss of her mother. Both of their fathers had towering figures for example Harvey Gatewood is described as: He was a big bruiser of a man, something over 200 pounds of hard red flesh and a czar from the top of his bullet to the toes of his shoes From this description we can see why Audrey had problems with her father, like when he lost his temper what could Audrey do with a man with that physique this also applied to Helen Stoner as Dr Roylott had the same temperament and physique. However, Dr Roylott was a stepfather. Ms Stoner was completely innocent unlike Audrey who took the law into her own hands instead of seeking help which Ms Stoner did. Ms Stoner was the more traditional as she was helpless and frightened of her father unlike Audrey was who kidnapped herself trying to hurt her father and from victim she turned to villain. The villain in The Speckled Band was Dr Roylott and the villain in The Gatewood Caper was Audrey, as well as being the victim. Both of the villains were cunning and smart and they both had motives, but Dr Roylott was the more traditional as he was mean and aggressive. Dr Roylott also had a criminal history as Helen Stoner tells us: He beat his native butler to death, and narrowly escaped a capital sentence. Audrey wanted to hurt her father mentally and financially and had an accomplice, which wasnt traditional as the villain should be alone. The ingredients required to be a villain are present in Dr Roylott and in Audrey as both had quarrels, but unlike Dr Roylott, Audrey didnt commit an evil crime. Audrey just ran away from home because she was sick of being tied to her father Harvey Gatewood. She fooled everyone by claiming to have been kidnapped because she wanted revenge on her father by getting his money, but there was no real harm done. The villain, Dr Roylott in The Speckled Band also added to my enjoyment of the story. Whenever his huge towering figure would arrive in the story I would get so tense and eager because I was worried that his actions would be fatal. This feeling made me feel as though I was inside the story. You couldnt even identify who the victim and villain was in The Gatewood Caper let alone feeling you were a part of the story and there wasnt enough background information which would make it easy to understand. Both the settings in the stories were good and added to the enjoyment of the story. The Gatewood Caper was set in the city in a rich area. However, The Speckled Band setting was more isolated and mysterious and was more eerie as it was set in the countryside in a big mansion which for me is more traditional. The fact that there were gypsies and animals in the set made the story more enjoyable to read. The setting also added to my enjoyment of the story mostly because of the extras like the baboon, cheetah and gypsies which made the setting like an extra character in the story. The whole creepy and unusual feeling about Stoke Moran funnily made the setting more pleasant for me to read. The setting of The Gatewood Caper was good, but it didnt get me involved with the plot. Both stories followed my anticipation of a classic detective story structure. The Speckled Band and The Gatewood Caper had the crime being described at the beginning of the story. The story started with the report of the crime. But in The Speckled Band I didnt discover the problem straight away; I was made to wait for a while which built up suspense, as I was eager to discover the crime. Both stories had a period of uncertainty in the middle of the story where the investigation was proceeding and the detective began to gather evidence. In this section the main similarity between the two stories was the fact that the detective in each story had already solved the crime, but me, being the reader was made to wait until the end of the story to discover the outcome. Both stories also had a period where the case was solved and explained by the detective at the end. The main difference in the structure of the story between the two stories was the fact that unlike The Speckled Band the criminals in The Gatewood Caper were not punished at the end of the story. I also found the structure of The Gatewood Caper hard to follow and confusing at times. Therefore I have chosen The Speckled Bands structure as being the more classic detective structure. The style of writing in The Speckled Band was very detailed, well described and precise. But it moved slowly which led to building up suspense holding my interest. The language was very different, but both were formal and the vocabulary used was of early 1900s. The Speckled Band had been written in Standard English unlike the The Gatewood Caper which was written in American English. The Gatewood Capers style of writing was less detailed, but it moved fast and got to the point quicker than The Speckled Band. Because it moved fast it built up the suspense much quicker, but it wasnt that effective for me. The language was very different from The Speckled Band as it was more modern and used vocabulary from the era we are in now. Overall The Speckled Bands style of writing was more like a classic detectives style of writing. The Gatewood Caper moved and started faster and tended to get to the point quicker, which is the style in which writers like to write these days. The Gatewood Caper was more modern as well as there wouldnt have been a shopping mall in the time of Sherlock Holmes and there were not many agencies in traditional detective stories. The themes raised by The Speckled Band were exactly what I had expected for a traditional detective story. The themes of a classic detective story were very straightforward and The Speckled Band raised all these themes. For instance crime doesnt pay. Dr Roylott didnt fulfil his evil motive by killing Helen Stoner. Good beats evil; Sherlock Holmes was able to unravel the evil truth behind the death of Julia Stoner. The themes raised by The Gatewood Caper were exactly what I didnt expect. Because good and evil were not easy to spot as the themes were not what they seemed and the whole truth doesnt come out. It didnt seem that Audrey got punished and the whole thing was a waste of police time as the only thing which was solved was a family problem. The morals of the story were quite different from what I expected as running away doesnt solve problems is not a theme I would expect in a detective story. The theme raised by The Speckled Band was another reason that made the story more enjoyable to read. The theme raised by The Speckled Band was very common to most detective stories. In normal detective stories you may discover the theme that the guilty are punished after villains are sent to jail, this theme is discovered after a very normal and unimaginative event. But in The Speckled Band this theme was demonstrated after a venomous snake had killed the villain, Dr Roylott, in mysterious circumstances. The way the themes were discovered added to the excitement of the story. Both stories had the same issue of the troubles in relationship between father and daughter. In The Speckled Band Dr Roylott was more violent and bad tempered and even though he was their stepfather he was practically all the girls had. To save his money he killed Julia and attempted to kill Helen. On the other hand in The Gatewood Caper the relationship between father and daughter was less violent as Audrey looked for attention. A classic detective story would have the more violent storyline of The Speckled Band as it is more explosive. This relationship issue made Dr Roylott more of a feared character and this induced more tension, which a classic detective story would want. In every category The Speckled Band obeyed the rules applied to a classic detective story. The themes raised by The Speckled Band were identical to themes raised by a classical detective story. Like a traditional detective story The Speckled Band identified the hero, villain, and victim very clearly and they were very simple to follow. The Gatewood Caper was unable to do this even at the end of the story I was struggling to identify the villain and victim in the story, as there were two possibilities. For some people this is an enjoyment and they like reading this type of story, but for me I was lost in finding the villain or victim that I couldnt understand the story. I personally preferred The Speckled Band rather than The Gatewood Caper, and there are multiple reasons for this. I found the plot of The Speckled Band extremely entertaining and that it was wrapped up at the end. This is because events such as the snake built up suspense which made me eager to read on. The plot events were enjoyable to read because it was easy to build up a picture from the description. There were far more dramatic events full of suspense and drama in The Speckled Band rather than The Gatewood Caper which had a lot less description. The main reasons I believe I personally preferred The Speckled Band was better because the story had the ability to include interesting characters by using great description. It included many exciting events which built up suspense making me eager to read on and find out what happened. It also included puzzles and mysteries for me to solve during the story. All these factors fulfilled a description of a classic detective story. The Speckled Band was like a classic detective story which is why I preferred this story to The Gatewood Caper story. To what extent did The Speckled Band and Gatewood Caper match the expectations of a traditional detective story ?

Effect of Values and Principles in Social Care

Effect of Values and Principles in Social Care This essay gives an explanation in what way social care values and principles effect practice. Social care is a career where people partner with others who are disadvantaged, have special needs or marginalized. Interventions to the needy are given and funded by independent agencies, or statutory organizations that support young adults, older people and children in their day to day services (Payne 2008). These agencies provide services that the disadvantaged are not able to provide for themselves. Social caregivers may work for example, with people with physical disabilities, homeless, children in residential care, people with drug dependency, older people, and families in the society. Social care is achieved through the planning of individualized and group programs of care based on certain needs. All the interventions and involvements are based on established thorough knowledge and understanding of lifespan development. There are certain values which are vital when giving social care to the needy (Payne 2008). Social care values strengthen all the skills, training and competences that caregivers have (Gergen 2001). They are the values which make a difference in the delivery of care services. It is important that people chosen to give the services are the right people with the values needed to deliver care and support. My value base and its relationship to the social care values encompasses the principles and standards which enhance my work when giving care. I regard dignity and respect for other people very highly. I derived all these moral cultures from my parent and also based on my Christianity belief. Individuals of personality are courteous. In my culture, respect among children and parents are reciprocal. It is a traditional goal that all parents should educate their children how to respect people, also parent give their children similar respect due to them. Similarly, in my belief, it is a special obligations to achieve this in the Biblical commandments. According to the book of Exodus 20:12 ‘’Honor thy father and thy mother. This identical word is treated to say that individual dignity is enormously significant. Preserving parents dressed and nourished when they could no longer act for themselves certainly maintains their dignity. Similarly, aiding parents to and fro of their home conserves their dignity. With respect and dignity in mind, I will be able to treat all people respectfully regardless of their ethnicity, age, and other factors that could be prejudicial. I recognize and support the people’s individual needs and give the needy the care and support they deserve without prejudice. Every human being has a right to choose how they live. Every person has equal opportunity and choice for life. Giving social care should not reap them off their choice and control in their lives. Making sure that individual are completely participating in any choice that touches their care, as well as their own choices (like whatever to eat, whatever attire and whatever hour to go their bed) and open decisions around the facility (like menu design or employing new employees). Caregivers should not assume that individuals cannot make choices. Caregivers are to have the necessary skills to embrace individual with cognitive problems in choice making. Politely conversing with clients to understand his/her needs are crucial in enhancing quick recovery and satisfaction (Moonie Windsor 2005). The service providers need to acknowledge their clients’ personal beliefs and identities by availing effective services to their independent of the nature and diversity of the same. The client would not feel separated from the environment he/she is in. Lastly, the service providers should uphold confidentiality. Service users and patients entrust staff in various organizations with sensitive information relating to their health issues and other personal matters. This is done as part of seeking advice, treatment and support. The service users do this in confidence with expectations that the health workers will value their privacy and act appropriately. In some cases such as mental sickness, patients may be unaware of their rights in regard to confidential information. This, however, does not mean that the duty of confidence should be dimi nished. It is vital that patients’ trust between caregivers and users is maintained. All social workers have their own set of morals and internal value systems. Sometimes, social workers are faced with circumstances in which their morals and values conflict with their clients. The principles of social care values must be derived from a person’s human rights (Fisher, Blackmore, Snaith Seamons, 2005, p. 84). Client confidentiality is a vital component of a client-health worker relationship. It ensures that personal and private information divulged by the client will be kept out of reach and safe from unauthorized people, both inside the workplace and out of it (Fisher, Blackmore, Snaith Seamons 2005, p. 85). It is an unspoken rule that a clients permission must be asked before any sharing of information to unauthorized people. Although confidentiality should be practiced at all times, it can have limitations. A health worker can breach confidentiality if a client becomes a threat to himself or to others. Health workers can reveal client information to unauthor ized personnel when a client verbalizes that he was involved in a crime or if he will be committing a crime. An example of a real life confidentiality dilemma is, I was confronted with a scenario when I was taking care of a teenage girl who was pregnant. I was involved in activities to assist her go through the pregnancy and so we created a good relationship. The girl confided in me and would share her sentiments with me boldly. I was, however, faced with a dilemma. As the pregnancy advanced, the girl started changing her attitude. She was no longer open with her feelings and many times preferred to be alone and depressed. Communication became difficult because my patient was not willing to open up. After a while she attempted an abortion which was not successful. Instead, the girl ailed and I had to be with her until she recovered. I uphold values which are against abortion. I believe in other alternatives to abortion and totally against the practice. Yet I had to care for a patient who had gone through an abortion without judging or despising her. At one time, I wanted to change course an d seek another patient to engage with ,which, according to social care ethics is wrong as it is discrimination based on my moral beliefs which denies the patient her right to choose what is best for her. Sociological concepts examine the nature, causes, effects and experiences of the marginalized groups within the society. Discrimination is a prejudicial handling of people on the basis with the group or class they belong to. Discrimination can be direct, indirect, unconscious and institutional. Direct discrimination happens when the caregiver or somebody is regarded less positively than another individual for the reason that protected attribute they ought to or are supposed to have or since they partner with somebody who has a secure quality. Indirect discrimination on its own, is a situation, decree, procedure or even a manner concerns to everybody, but has an unbalanced influence on an individual with a safeguarded quality. It can be within one right if one can show that one actually proceeded sensibly for a comprehensive occupational aim. The unconscious discrimination is that manner of attitudes which involved without thought or aim, but extremely throughout practice or prejudice d ideas. Individuals discerning unconsciously will regularly respond with shock when their conduct is indicated. The last one which is the Institutional discrimination, it refers to the strategies of the domineering race/culture/genderorganizationsand the manners of the characters who dominate these institutions and apply rules that are meant to a disparity and / or damaging influence on marginal race/culture/gender parties. Discrimination,formulating support against others for the reason of race or ethnicity(Hellman Deborah 2008). Discrimination leads to the formation of the marginalized groups, which are the specific classes of people who are socially excluded or blocked from accessing rights, opportunities, and resources such as employment, housing, health care, etc. Such socially excluded people are blocked from participating in the community’s social, economic, and political life (Sakomoto Pitner 2005). Consequently, they suffer psychologically and emotionally, and this may threaten their health with diseases and sometimes cause death. Examples of marginalized groups include: people living in poverty, disabled people, drug addicts, old people, uneducated, homeless people, and the young careers (Sakomoto Pitner 2005). Using the social construct of employment, employers have a notion that the disabled persons are less productive and are more prone to accidents (Sakomoto Pitner 2005). Thus, they end up being discriminated, and yet they can perform the duties if assigned the job responsibilities. The effects of discrimination on Disabled, according to Payne (2008), disabled people with enough intelligence and capability to work are denied chances by employers assuming that they are more of burdens than employees within a company. Such people lose chances of employment in favor of non-disabled people. Social justice and social welfare values also promote the anti-discriminatory practice. This implies that all the people within the society are treated fairly by ensuring legal rights and optimization of well being. This value also ensures that the service providers balance the client’s individual rights and those of others. This is achieved by offering all the service users equal chances without making compromises. Lastly, empowerment is another value that underpins ant-discriminatory practices. Empowerment allows all the individuals opportunities to take responsibilities without the fear of intimidation. Moreover, empowerment allows individuals to make individual decisions and judgments freely in a social care setting, as long as they comply with the set social standards (Gergen 2001). Anti-discriminatory practice is an action taken to prevent discrimination against people on the basis of class, race, gender, or disability. This practice promotes equality at the workplaces, including the care setting (Thompson 2011). The three pieces of Legislation that underpin anti-discriminatory practice are; Firstly, Human Rights Act 1998, it is an Act of the European Convention on Human Rights, which allows individuals to impose 16 of the important moralities and options covered in a UK court of law. It obliges parliament and community organizations more responsible to UK people across the courts. The Act addresses the major rights that influence honestly on service delivery in the social care sectors and health care. The Act involves mostly important to dignity in care, involve the right to life, the right not to be endangered to unfeeling or humiliating therapy and the right to a personal life. Secondly, Health and Safety at Work Act 1974, it is an Act that coverings an extensive choice of subjects connecting to place of work, health, welfare and well-being through various sectors. It makes employees understand that , they have a general duty under the Act to look after one another also collaborate with establishments’ health and safety obligations. Also, it provides a safe procedure in the support of dignity in care. Thirdly, The Equality Act 2010, it is an Act that is used instead of anti-discrimination legislation. it brings collectively, balances and in several respects, covers the present equality rule. It objectives is to compose more harmonious, stronger and stress-free to go along in direction to make the social order better. The Equality Act guards individuals collecting care and the workers that deliver it from remaining nursed unlawfully because of some personalities that are safeguarded below the law. The ‘safeguarded personalities’ are: race, disability,gender relocation, maternity and pregnancy, religion or belief and age, and sex. In conclusion, it is very important that caregivers follow the rules and procedure so as to provide quality care service. Delivering care, in an approach that expresses esteem for a persons right and individualism is central to the profession. However, to sustain this objective can be challenging due to different influences such as mental injury and official issues such as the outcomes of ageism and short prospects of care. Effective social care profession will simply be achievable when all memberships of the interdisciplinary group communicate a collective conventional value.

The Different Types of Aircraft Hazards and Support Equipment for ARFF

To become a firefighter is not an easy job. To become an aircraft rescue and firefighter (ARFF) takes a special individual because of the unique level of duties it requires. There is a great deal of preparation and skills that ARFF personnel must have to respond effectively to any aircraft accident or incident. â€Å"Because of the extensive nature of emergencies† that ARFF personnel may come across, they must be well trained to handle any of these circumstances (Jenkins, 2008). ARFF personnel are and have to be universal in a wide range of duties. ARFF personnel must have the comprehension and ability to handle fires, emergencies, and any other types of situations that they may encounter. Some other requirements for ARFF personnel to have may include an emergency medical technician (EMT) certificate or a paramedic license. â€Å"ARFF personnel will likely encounter rescue, mass-casualty, fire fighting, and hazardous material operations† (IFSTA, 2008). ARFF pers onnel are usually the first to respond to an aircraft incident or accident and must be fully prepared to address any hazards or dangers at the scene. This paper will discuss the different types of aircraft hazards and support equipment for ARFF personnel. The Different Types of Aircraft Hazards and Support Equipment for ARFF Personnel There are many types of aircraft hazards that ARFF personnel will encounter and/or must be familiar with at an airport. ARFF personnel must know and understand the different types of aircraft hazards. Aircraft accidents will have potential hazards that involve fluids, structures, and components which can all burn at high temperatures. ARFF personnel should always avoid inhalation or ingestion of smoke, fumes, and particles of a... ...y dangers and hazards during any emergency rescue and firefighting operation. ARFF personnel must be familiar with and know how to respond to any emergency. ARFF personnel have the skills from advanced training and experience to quickly respond to and rescue people from aircraft accidents or incidents. Technology has enhanced ARFF personnel’s capabilities and abilities to respond quicker during emergency rescue and firefighting operations. PPE and other safety equipment help protect ARFF personnel and must be worn at all times while performing any emergency rescue and firefighting operations. ARFF apparatus, support vehicles, and support equipment must be maintained and ready to support ARFF personnel during emergency rescue and firefighting operations. ARFF personnel has an extremely complex and universal profession which some people call a modern day hero.

Personhood Essays -- essays research papers

Personhood What is a person? That sounds like a harmless question, but the answer can get very complicated. Is a person just a lump of skin, muscles, bones, and other materials? Is a person something immaterial like a mind or a soul? Or is a person a combination of these two things? Really there is no right answer, and it all depends on the point of view that you hold.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, what is a body? Some say that a body is, like I said before, a lump of skin, muscles, bones, and other materials. Some say it is more than that. These people agree that the body is made up of skin, muscles, bones, etc., but they think the whole essence of personhood is in the body. They don’t believe in souls or minds, and they think that biological processes are the only processes that take place in a body. And when these processes cease to take place, death occurs, and since, to these people, a person is a body, life ends, and that is it. There is no after life, because there is nothing other than the body, and the body is gone. It is very true that biological things happen in your body, but are there other things that happen too?   Ã‚  Ã‚  Ã‚  Ã‚  That takes me to my next question: what is a soul? This question is a little harder to explain. To most people a soul is an essence, an invisible, immaterial entity. Most people associate a soul with the spiritual world. They say that a person is who they are because of their soul, not because of their body... Personhood Essays -- essays research papers Personhood What is a person? That sounds like a harmless question, but the answer can get very complicated. Is a person just a lump of skin, muscles, bones, and other materials? Is a person something immaterial like a mind or a soul? Or is a person a combination of these two things? Really there is no right answer, and it all depends on the point of view that you hold.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, what is a body? Some say that a body is, like I said before, a lump of skin, muscles, bones, and other materials. Some say it is more than that. These people agree that the body is made up of skin, muscles, bones, etc., but they think the whole essence of personhood is in the body. They don’t believe in souls or minds, and they think that biological processes are the only processes that take place in a body. And when these processes cease to take place, death occurs, and since, to these people, a person is a body, life ends, and that is it. There is no after life, because there is nothing other than the body, and the body is gone. It is very true that biological things happen in your body, but are there other things that happen too?   Ã‚  Ã‚  Ã‚  Ã‚  That takes me to my next question: what is a soul? This question is a little harder to explain. To most people a soul is an essence, an invisible, immaterial entity. Most people associate a soul with the spiritual world. They say that a person is who they are because of their soul, not because of their body...

Pericles Uplifting Speech -- Cultures Athens Public Speaking Soldiers

Pericles Uplifting Speech Works Cited Not Included To stand in front of thousands; to speak the words aimed at persuading a crowd; to believe, and have them as well, a seemingly just cause - this is what a leader must do. Every era has its trouble, its own conflict, and along with it, its own leader who will do what he can to unite his followers. In 431 BC, Athens was in the midst of a war, and from that war came a speech, said by Pericles, that to this day, remains the model for any leader seeking to persuade his citizens and have them believe and act in favor of their land. Throughout United States' history, various leaders have used the format of his speech in efforts to reach their citizens. Many of the values and personal responsibilities that Pericles spoke of remain important in today's American society. Pericles stood in front of hundreds of Athenians the day he made his speech. He initially felt he was not worthy, that "the worth which had displayed itself in deeds would be sufficiently rewarded by honors also by deeds" (28). However, he spoke that day, discussing first the nation's ancestors, paying homage to the forefather's of Athens. Pericles then moved on to speak of the fallen soldiers of the Peloponnesian War. He paid tribute to them, proclaiming their deaths were both purposeful and appreciated by Athens. Pericles finished by discussing the duties a citizen has to his land. This is the general outline of the "Funeral Speech." "I shall begin with our ancestors: it is both just and proper that they have the honor of the first mention on an occasion like the present" (28). Pericles gave the founding fathers of Athens the honor of being mentioned before all in his speech. He spoke of Athens' fa... ...to motivate his people to take an active role in society. Many of the thoughts and ideas stated in this piece have been used by other leaders throughout the world to stimulate interest within their societies as well. The Ancient Greek society, which Pericles was a part of, has had a large impact in the development of the United States. America's values are very similar to that of the Ancient Greece. They believe that freedom is an essential part of society and that the military can be a proper way to enforce this freedom. However, due to advancements within daily life, Americans are less politically active. Pericles would refer to these Americans as "useless," they obviously would not be rewarded in his society. Despite some differences, many of the values and personal responsibilities possessed in Ancient Greek society are similar to those in the US today.

High School Start Times

Abstract The debate of what time should high school start has been at large over the past couple decades. Some schools are willing to try the later start time and some are not. Research and studies of schools that start later have proven many positive opportunities for high school students. The later start times will help reduce the risk of sleep deprivation, depression, and other health concerns amongst teens. It will also help reduce absences, increase their school performance, and allow students to get the recommended amount of sleep that their bodies need.My sources include case studies of schools that have tried the later time and research of teenager sleep patterns. As children get older their school time starts earlier every few years. Elementary school’s average a start time around 9:45 a. m. , middle school at 8:00 a. m. , and high school at 7:30 a. m. However, as children get older they usually stay up later because if technology and their bodies being capable of sta ying awake longer resulting in a lesser amount of sleep than is required.With delaying the start time for high school students there is the opportunity to improve grades, reduce the risk of depression, and reduce the risk of sleep deprivation. The issue of school start times has been moiled over for many years now. Schools that have always started early may be skeptical to switching their start time even though research has proved that later start times can be beneficial to the students. Once schools try a later start time for a period of time many keep it because it has so many positive opportunities for the high school students.The later start time not only has proved positive amongst the students, but also among the parents. One study conducted in the Minneapolis School district surveyed and found that, after one year, 92% of parents indicated that they preferred the later start times (2004). Many people are skeptical at first of the switch but if you look at the research and stu dies done, it is obvious that the benefits far outweigh the negatives of a later start time. As stated, when children get older they tend to stay awake longer however they do not understand that they are at risk of sleep deprivation.Sleep deprivation is an overall lack of the necessary amount of sleep. When kids have sleep deprivation they have symptoms that include but are not limited to impairments in mood, attention and memory, behavior control, quality of life, lower academic performances and decreased motivation to learn (2010). Children don’t understand the results of staying up the extra hour to watch a television show or play a video game. The effects are potentially much worse than just everyday mood and academic performance. Sleep deprivation can also cause kids to become unhealthier.This results in an increased risk of weight gain, lack of exercise, and lack of stimulants. Overall, sleep deprivation could cause children to potentially ruin their school career which could affect their future chances of getting into college. The easy argument to avoid sleep deprivation is to make kids go to bed earlier. However, today children have more video games, televisions, and phones in their bedrooms than prior years making it much harder for kids to go to sleep once in their room. The average teenager will stay up for an additional hour every night causing them to lose a total of one night’s sleep over a period of a week (2012).Telling your children to go to bed earlier and even making them get into their beds won’t force them to go to sleep due to modern technology. Also, studies on adolescent sleep patterns show that for biological reasons, teenagers generally cannot go to sleep earlier than 11 p. m. (1999). This also makes it quite difficult for teens to get in bed early enough to sleep the required amount for optimal health and wellness, which is between 8 to 10 hours, especially when the students have to wake up and be at school so ea rly.By pushing school back an hour would allow students to have a better chance of decreasing their chance of getting sleep deprivation. Starting an hour or two later than the average start time would allow high school students to get a full night sleep, thus affecting their overall performance in school and enabling them to make better grades. Evidence has shown that adequate sleep improves performance on a variety of tests of memory, concentration, problem solving and attention, as well as reducing depression and irritability (2004).When allowing children to have a full night sleep it sets them up for future endeavors and is more realistic of a schedule compared to the average adult having a nine to five job. This would be an ideal way to get them in a routine for life outside of school and provide ample opportunity to do better in school. When making the change from starting school from the original start time to an hour later there would be several changes a family could have to make to their everyday schedule.While kids who have the opportunity to take the bus to school should not be inconvenienced by the time change it would affect those who live outside the school district. For these children who have to get a ride to school every day may need to find an alternate mode of transportation due to their parents work schedule. Also parents with non-regular schedules may have to find alternative modes of transportation for their kids. This could also become an inconvenience if there are no friends or family available to help to transport.Changing the start time may become a hassle for the parents and making it almost impossible to get their kids to school on time. While most kids do well in school, generally it is those who study harder that have the better grades. While studying harder could be an answer to getting better grades, as it has been proven, studying harder won’t make kids focus and concentrate better in school. If students could take in mo re information during class, it would result in a better understanding of school lessons and conclude to a better academic performance.Being late to the first class of the day or even missing it completely is something that occurs frequently amongst high school students. Missing that first class can hurt a child’s grade and GPA which is very important during high school. Starting school later, even a half hour later, will allow students an adequate amount of time to get themselves ready and be at school on time. Teachers from a Rhode Island school who tried the later school time reported a 36% decrease in absences or tardiness for the first class of the day (2010).Dr. Robert Vorona said â€Å"Beyond the impact on driving, early start times probably affect other areas calling for research on how they affect teenagers’ moods, tardiness, and academic performance (Holohan, 2013). † Many studies and researchers have proved that having early school start times increas es the amount of absences and tardiness amongst the students. Thus by delaying the start time will reduce the number of students tardy or absent and also allow them to have a better chance of passing their early morning classes.Some people might think that being absent or late is the fault of the student or their parent. They may think that students should still be able to wake up and get to school on time even with an early school time. Many factors play into this though. Students could have fallen asleep late making it difficult to wake up, missed their alarm, or even missed the bus because of waking up late. Some students have parents who are already at work when they wake up to get ready in the morning. Not having a parent at home in the morning can be ough on a child and make it difficult for them to get out of bed. This makes it very easy for a child to sleep in and miss class. It is easy to say that students should get to school on time but there are many different factors th at go into a morning routine that allow, or don’t allow, students to make it to school on time. During high school, students are more likely to experience some type of depression due to relationships, athletics, schoolwork, etc. A major contributor to depression would be having a lack of sleep.A school in Providence Rhode Island tested students when they started school at 8:00 and when they started at 8:30. They found that by having an extra half hour of sleep the number of students that had depression decreased a significant amount from 66% to 45%. Judy Owens, who conducted the study, stated â€Å"A modest start time delay was associated with a significant increase in self-reported sleep duration and a decrease in a number of daytime sleepiness. Perhaps more importantly, students rated themselves as less depressed and more motivated to participate in a variety of activities† (2010).Depression can weigh a kid down and not allow them to do well in school. It is importan t for high school students to get their sleep because about 50% of high school students can drive. A study was done between two high schools that had an hour and twenty minute difference in start time. The school that started later had 41% less crashes than the school that started earlier. The researchers concluded that the students from the school which started earlier were sleep deprived and resulted in them driving more recklessly than the students who started school later.When looking at driving compared to sleep it becomes a more serious issue and this is because there are other people’s lives at risk other than the person who is sleep deprived. Not only does this issue of school start time greatly influence a student’s education but more importantly it plays a factor in their physical wellbeing as they drive to school each morning. A small private high school in Providence, Rhode Island conducted a pilot study that confirms many of the benefits of delayed school start times. A study conducted by Judy Owens, MD, a sleep expert with Hasbro Children’s Hospital had the school delay their normal start time, 8 a. . , to a new start time of 8:30 a. m. The study also had students, with parent permission, participate in an e-mail survey that would help to measure the sleep patterns and behaviors of the students. The study showed that students across all grades (9 to 12) had an average increase of 45 minutes of sleep per night. It also showed significant decreases in the students who felt that they â€Å"rarely/never† got enough sleep, which was 69% to 34%, and significant decreases in the students who felt that they â€Å"never† were satisfied with their sleep, which was 37% to 9%.The study also found other health related issues and how a later start time can decrease those problems. The school had a significant decrease from 66% to 45% of students who felt depressed. The health center at the school reported a drop from 15% to 5 % of fatigued-related complaints and a 56% decrease in requests for â€Å"rest passes. † The teachers also reported that there was a 36% reduction in absences or tardiness for the first class of the day. This Rhode Island study is one of many that have found many benefits to a later school start time for high school students (2010).If you agree that school start times should be later then you can, and should, get involved. There is a website call Start School Later (www. startschoollater. net) that is all about how to get schools to start later and why they should start later. Their mission is â€Å"Start School Later is a coalition of health professionals, sleep scientists, educators, parents, students, and other concerned citizens dedicated to increasing public awareness about the relationship between sleep and school hours and to ensuring school start times compatible with health, safety, education, and equity. They have an immediate goal of trying to present our national petition to legislate a minimum earliest start time to decision-makers in Washington, DC. The Start School Later group also has four long term goals: Advocate for legislation to ensure evidence-based school hours at the national, state and local level. Provide support and guidance to local communities working for later school start times. Serve as an information clearinghouse by collecting and consolidating information and data about school start times and efforts to change them.Build public understanding about the relationship between sleep, school start times, and physical, psychological, and educational well-being. To get involved with the Start School Later campaign, go to their website and sign the petition or donate to the cause. If you would like to become more knowledgeable about the effects of school start times on students and how later times are beneficial, you may also visit their page and read facts and statistics that researchers have found and read success stories of schools that have already started their schools at a later time.There are many positive opportunities that can occur from starting school later. Students have the opportunities to improve their grades, reduce their risk of depression, reduce their risk of sleep deprivation, and many other positive outcomes that will be a result of the extra amount of sleep students may get because of the later school start time. Many schools have switched to a later start time and have found many benefits for the students because of it. If this growing number of schools have already pushed back their start times and experienced the numerous benefits from it, then why hasn’t this become a standard on a national level yet?References â€Å"All About Sleep. † KidsHealth – the Web's most visited site about children's health. N. p. , n. d. Web. 31 Oct. 2012. . Build our school schedules on sleep. (2004, Feb 22). Lansing State Journal. Retrieved from http://search. proquest. com. prox y. davenport. edu/docview/438903324? accountid=40195 Dubocovich, Margarita L. , et al. â€Å"The impact of school daily schedule on adolescent sleep. † Pediatrics June 2005: 1555+. Expanded Academic ASAP. Web. 28 Oct. 2012. Holohan, Ellin. â€Å"Earlier School Start Times Endanger Teen Drivers. † Teen Driving. Ed.Michele Siuda Jacques. Detroit: Greenhaven Press, 2013. At Issue. Rpt. from â€Å"Early School Start Times May Raise Risk of Teen Car Crashes. † 2010. Gale Opposing Viewpoints In Context. Web. 28 Oct. 2012. â€Å"Insufficient sleep and early school start times contribute to teenage health issues. † Chattanooga Times/Free Press [Chattanooga, TN] 30 Mar. 2012. General Reference Center GOLD. Web. 28 Oct. 2012. â€Å"Later School Start Times May Foster Better Students; High school pushed back start of day by 30 minutes, with good results. † Consumer Health News [English] 5 July 2010.Health Reference Center Academic. Web. 28 Oct. 2012. â€Å"L ater school start times may improve sleep in adolescents and decrease risk of auto accidents. †   NewsRx Health  (Jan 4, 2009):   164. Nursing Resource Center. Gale. Davenport University. 28 Oct. 2012 Moon, Mary Ann. â€Å"More data back value of later school start times. (CHILD/ADOLESCENT)(Report). †   Clinical Psychiatry News  38. 10   (Oct 2010):   23(1). Nursing Resource Center. Gale. Davenport University. 28 Oct. 2012 â€Å"New study confirms positive effects of delayed school start times. † Health & Medicine Weekly 19 July 2010: 1.Print. â€Å"Physician continues to push for later school start times. †Ã‚  Northwest Florida Daily News  [Fort Walton Beach, FL] 18 Nov. 2010. General Reference Center GOLD. Web. 28 Oct. 2012. â€Å"Research Finds High School Students May Get Better Grades If They Get More Sleep†¦ † Health and Wellness 1 (1999): n. pag. Davenport University. Web. 31 Oct. 2012. â€Å"Start School Later – About Us. †Ã‚  Start School Later – About Us. N. p. , n. d. Web. 10 Dec. 2012. Teen sleep: Why is your teen so tired? – MayoClinic. com. † Mayo Clinic. N. p. , n. d. Web. 30 Oct. 2012.

European society Essay

The eighteenth century saw a revolution sweeping Western philosophy and a simultaneous upheaval and transformation in Western social life. In this period, the west, particularly the European society and state seemed cold and heartless. The dislocations of industrialization and urbanization exposed the weaknesses of the old system and stimulated a need for more innovative political institutions adaptable to the new socio-economic conditions. This desire for change was accompanied by strong nationalist sentiments. Initial Western nationalism was lauded as a liberal form of mass political engagement and allegiance to the secular power of emerging states, consistent with popular rule. Accordingly, its birth was announced with the representation, rights, and toleration of England’s constitutional monarchy and its banner the â€Å"liberty, equality and fraternity† of the French Revolution against absolutism. Many scholars estimate the birth of the American nation from 1750-1775 (see for example, Weeks, 1994). In the late nineteenth century to the early twentieth century, social, political, and economic turmoil and instability transformed many Western countries into the world’s most chaotic amphitheater of disruption. People who thought that their cultural and political borders were violated waged a series of insurrections and rebellions. This strong feeling and desire to fight violations of inalienable natural rights came to be known as nationalism. Nationalist feelings became a decisive power in the Romantic Era. In nationalism, the individual is â€Å"the very center, the arbiter, the sovereign of the universe† (Kedourie, 1993, p.17). The political implication of this was that self-determination constituted the supreme good. Later political philosophers building upon Kantian ideas proposed that: humanity is naturally divided into nations; each nation has its peculiar character; the source of all political power is the nation; for freedom and self-realization, people must identify with a nation; loyalty to the nation-states overrides other loyalties; and the primary condition of global freedom and harmony is the strengthening of the nation-state (Smith, 1983). In the early years of the twentieth century, the striking similarity displayed by the nationalist movements throughout Southeast Asia derived from their common inspiration in Western ideology and their largely identical economic bases – the former guiding the intellectuals who lead the movements in their respective countries; the latter supplying the driving power from the masses. However, it must be pointed out that nationalist movements in this region did not have the support of more than a very small fraction of the native peoples, who for the most part are not aware that the question of autonomy even exists, and whose major concern is simply survival (Emmerson, Mills, and Thompson, 1942). In Southeast Asia, native nationalism has been the forced growth of a transplanted Western seed. In spite of the centrifugal forces of a plural society artificially bound together solely by the profit motive, nationalism has taken root among the indigenous peoples. It has penetrated most deeply among the native peoples who are united by a common language, pride of race and glorious historical traditions (Emmerson, Mills, and Thompson, 1942). Thus, â€Å"Within each group, nationalism has proved to be a cohesive force, welding people who were until its advent hardly conscious of the existence of compatriots beyond their own village, absorbing disparate religious and regional loyalties, and nationalizing such international influences as they experienced. However, from the perspectives of Southeast Asian countries as individual units, nationalism has proved a disruptive force. It has made each racial group more self-conscious, more prone to assert itself at the expense of other groups, and either tends toward a disastrous break-up of the present mosaic by some vigilant outsider playing upon this grave weakness in the body politic and social, or leads toward the forced assimilation of the weaker minorities by the most powerfully placed group. † (Emmerson, Mills, and Thompson, 1942, p. 144) The establishment of national unity through was essential ingredient in the emergence of democracy. According to Marx (2003), nationalism is an essential prerequisite to democracy, since â€Å"it establishes the boundaries of the community to which citizenship and rights are then accorded, without which democracy is impossible† (p. 31). And the birth of nationalism was related to the political baptism of the lower classes whose empowerment helped bring democracy, with both nationalism and democracy thereby relatively and impressively inclusive (Marx, 2003). While many have witnessed nationalism and democracy going together, for the past few years, nationalism has been largely considered a disruptive force on the prospects for democratization. For one, national unity gives rise to the question of the state and its boundaries, which is believed to be more fundamental than that of regime type and that can disrupt debate about appropriate political forms. Nationalism in this sense is a disruptive force because it gives rise to issues regarding religious beliefs, language, and customs. Moreover, nationalism is largely seen as being potentially disruptive to achieving democratic outcomes since it stimulates mass mobilization which frightens authoritarian rulers, causing them to suppress activities that may stop the progress of the whole process of political change. The argument that nationalism is a disruptive force is validated by the experiences of southern Europe and Latin America. The disintegration of all of the federal Communist states along republican lines adds force to this argument; however, it is not as clear-cut as this in the post-Soviet experience. According to McFaul (2002), ten years after the collapse of communism, only Estonia, Latvia, and Lithuania are democracies, while the other republics are under regimes that are either facade democracies or nondemocratic. Nationalism was also seen as a disruptive force on the eve of the First World War. It played an important role in the rivalries between superpowers: Germany vs. France (revenge for 1871), Russia, vs. Austria-Hungary (expansion into Balkans), and Germany vs. Great Britain (control of seas, arms race). Nationalism was also a disruptive force regarding the emergence of unsatisfied nationalities: Poles, Irish, Serbs, Czechs, and many others In Poland, following the 1830 uprising, conservatives began to drift away from nationalism. By the 1850s, only few on the right were interested in talking about nationalism, which came to be seen as a dangerous term signifying disruption, disorder, and even revolution (Porter, 2000). Within Poland itself many nobles may have shared the hopes of the Czartoryski circle, but since they could do little to further such a cause, they retreated to apolitical lives (Porter, 2000). Not only were the conservatives uncomfortable with the politics of the patriotic activists, but they found it difficult to speak the language of national romanticism. â€Å"They might appreciate some of the poetry of Mickiewicz or Slowacki, but they soon discovered the disruptive force of the progressive historiosophies to which the concept of the nation had been so firmly linked. † (Porter, 2000, p. 31) References Emerson, R. , Mills, L. A. , and Thompson, V. (1942). Government and Nationalism in Southeast Asia. New York: Institute of Pacific Relations. Kedourie, E. (1993). Nationalism, 4th expanded ed. Oxford: Blackwell Publishers. Marx, A. W. (2003). Faith in Nation: Exclusionary Origins of Nationalism. New York: Oxford University Press. McFaul, M. (2002). The Fourth Wave of Democracy and Dictatorship: Noncooperative Transitions in the Postcommunist World. World Politics 54(1), 212-44. Porter, B. (2000). When Nationalism Began to Hate: Imagining Modern Politics in Nineteenth Century Poland. New York: Oxford University Press. Weeks, W. E. (1994). American Nationalism, American Imperialism: An Interpretation of United States Political Economy, 1789-1861. Journal of the Early Republic, 14, 485-495.

Discrimination in the workplace Essay

Discrimination in the workplace is a common behavior that occurs in all occupations and industries. It can occur whether you work for a large or small organization, you’re a boss, or just starting out. In an ideal world people would be equal in rights, opportunities, and responsibilities, despite their race or gender. In the world we live in, however, we constantly face all kinds of neglect based on different attributes. All over the world, certain people treat others with prejudice because of particular features they possess. Unfortunately, this happens even in places which, by definition, should be free of all personal prejudices – specifically, in offices and other business surroundings. This phenomenon is called workplace discrimination; not every unfair behavior at work, however, can be assessed as discrimination. So, what exactly is workplace discrimination? Basically, it can be defined as a less favorable treatment towards an individual or a group of individuals at work, usually based on their nationality, skin color, sex, marital status, age, trade union activity, or other defining attributes (Australian Human Rights Commission). It can appear as a denial of certain rights, negligent treatment, intentional underestimating of a worker’s personality or work results and achievements, and so on. A person can be discriminated by their employers, or by their coworkers as well. Discrimination can result into severe psychological consequences for the victim, such as emotional stress and anxiety. Discrimination often causes an employee to leave the workplace, resign from a position, or in severe cases, to commit suicide or act violently against the discriminators. Workplace discrimination can take more open and threatening forms, which are known as workplace harassment. It occurs when an employee is made to feel intimidated, insulted or humiliated, based on such features as race, ethnic origin, gender, physical or mental disability, or on any other characteristic specified under legislation (AHRC). The two most radical forms of workplace harassment are the application of physical violence, or sexual harassment; women are especially exposed to this kind of discrimination. Workplace violence can take several forms: the direct exercise of physical force against a worker that causes or could cause injuries to the worker; an attempt to exercise such physical force; or a statement or behavior that a worker can reasonably interpret as a threat to exercise physical force (Ontario Ministry of Labor). Sexual harassment can  take the form of obscene jokes and allusions; intrusive body contacts; inappropriate gestures, or even direct actions aimed at sexual contact. There are several ways to deal with workplace discrimination; such measures can be held both on the individual and on the collective level. Individuals who have experienced discrimination or harassment at work, are recommended to stand firm under verbal attacks, remain confident about their own abilities and judgments, and try not to stay alone with the abusive person (UnionSafe). At the same time, collective measures can be taken as well. They usually include calling for a meeting in a quiet confidential place in order to admit and discuss the problem; complaining to competent authorities; developing respective policies together with sanctions applied in case there is an infringement enacted by workers. Unfortunately, we do not live in a perfect world, and not all people can enjoy equal opportunities and rights. This refers not only to our personal lives, but to our working environment as well; employees can be discriminated and abused because of certain features they possess, such as the color of skin, their ethnicity or gender, age, marital status, disabilities, and so on. To eliminate workplace discrimination, both individual and collective preventive measures should be made. References â€Å"What Is Workplace Discrimination and Harassment?† Australian Human Rights Commission. N.p., n.d. Web. 05 July 2013. . â€Å"Preventing Workplace Violence And Workplace Harassment.† Ontario Ministry of Labor. N.p., July 2011. Web. 05 July 2013. â€Å"Bullying and Harassment in the Workplace.† UnionSafe. N.p., n.d. Web. 05 July 2013. . Discipline & Discharge An employer may not take into account a person’s race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information when making decisions about discipline or discharge. For example, if two employees commit a similar offense, an employer many not discipline them differently because of their race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information. When deciding which employees will be laid off, an employer may not choose the oldest workers because of their age. Employers  also may not discriminate when deciding which workers to recall after a layoff. Harassment It is illegal to harass an employee because of race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information. It is also illegal to harass someone because they have complained about discrimination, filed a charge of discrimination, or participated in an employment discrimination investigation or lawsuit. Harassment can take the form of slurs, graffiti, offensive or derogatory comments, or other verbal or physical conduct. Sexual harassment (including unwelcome sexual advances, requests for sexual favors, and other conduct of a sexual nature) is also unlawful. Although the law does not prohibit simple teasing, offhand comments, or isolated incidents that are not very serious, harassment is illegal if it is so frequent or severe that it creates a hostile or offensive work environment or if it results in an adverse employment decision (such as the victim being fired or demoted). The harasser can be the victim’s supervisor, a supervisor in another area, a co-worker, or someone who is not an employee of the employer, such as a client or customer. Harassment outside of the workplace may also be illegal if there is a link with the workplace. For example, if a supervisor harasses an employee while driving the employee to a meeting. Prohibited Employment Policies/Practices Under the laws enforced by EEOC, it is illegal to discriminate against someone (applicant or employee) because of that person’s race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information. It is also illegal to retaliate against a person because he or she complained about discrimination, filed a charge of discrimination, or participated in an employment discrimination investigation or lawsuit. The law forbids discrimination in every aspect of employment. The laws enforced by EEOC prohibit an employer or other covered entity from using neutral employment policies and practices that have a disproportionately negative effect on applicants or employees of a particular race, color, religion, sex (including pregnancy), or national origin, or on an individual with a disability or class of individuals with disabilities, if the polices or practices at issue are not job-related and necessary to the operation of the  business. The laws enforced by EEOC also prohibit an employer from using neutral employment policies and practices that have a disproportionately negative impact on applicants or employees age 40 or older, if the policies or practices at issue are not based on a reasonable factor other than age. 2. Which federal laws cover language discrimination? Title VII of the Civil Rights Act of 1964 is a federal law that protects individuals from discrimination based upon national origin and race. Some courts and governmental agencies have said that discrimination based on language is a form of national origin discrimination because primary language is closely related to the place a person comes from. So if you are being discriminated against for using that language, or because of characteristics having to do with that language, that is considered essentially the same as if you were being discriminated against because of your national origin. This area of the law is still developing, however, so you should also consult with a local attorney for more information. 6. Can I be asked not to speak my native language at work or to speak English only? A rule requiring employees to speak only English at all times on the job may violate the law, unless an employer shows it is necessary for conducting business. If an employer believes the English-only rule is critical for business purposes, employees have to be told when they must speak English and the consequences for violating the rule. Any negative employment decision based on breaking the English-only rule will be considered evidence of national origin discrimination if the employer did not tell employees of the rule, except in several western states as noted below. In California, as of January 1, 2002, there is a specific legal provision which makes it illegal for an employer to adopt or enforce a policy that limits or prohibits the use of any language in any workplace, unless both of the following conditions exist: (1) the language restriction is justified by a business necessity; and (2) the employer has notified its employees of the circumstances and the time when the language restriction is required to be observed and of the consequences for violating the language restriction. â€Å"Business necessity† is defined as â€Å"an overriding legitimate business purpose such that the language restriction is necessary to the safe and efficient operation of the business, that the language restriction  effectively fulfills the business purpose it is supposed to serve, and there is no alternative practice to the language restriction that would accomplish the business purpose equally well with a lesser discriminatory impact.† In the states of Alaska, Arizona, California (but the above state law still applies), Hawaii, Idaho, Montana, Nevada, Oregon, and Washington, there is a court decision that requires one of the following two circumstances for an employee to challenge a â€Å"speak-English-only† policy in the workplace under federal law: the rule is applied to employees who speak no English or who have difficulty speaking English; or the policy creates, or is part of, a work environment that is hostile toward national origin minority employee s. If, initially, an employee is able to show that either of those conditions applies, the employer must show some â€Å"business necessity,† a sufficiently compelling and clearly job-related need, for the policy. Even if the employer does demonstrate business necessity, the policy is still illegal if there are less discriminatory alternatives to the policy that achieve the same goals just as effectively. At this point, although the law on language discrimination continues to evolve, employees in the U.S. but not in these states do not have to show either of the two conditions. The mere existence of a policy, whether or not it affects or targets national origin minority employees, is evidence of discrimination which may only be overcome by the employer’s business necessity. In Nebraska, a statute called the Protections for Non–English Speaking Employees Law offers several protections for workers whose primary language is not English. The law applies to employers that employ 100 or more workers and recruit or hire non–English-speaking workers residing more than 500 miles from the place of employment, and where more than 10 percent of the employers’ workforces are non -English-speaking and speak the same non-English language. Employers must provide non-English-speaking workers with required written information about the job and obtain the person’s signature on a statement acknowledging having received that information before hiring. Employers are required to provide bilingual employee interpreters to assist non-English speaking workers in carrying out their job responsibilities and to provide them with information on community services. Employers are also required to transport employees who quit within 4 weeks back to the locations from which they were recruited. More people in the workforce are claiming discrimination over  their English-speaking ability or foreign accents, according to federal officials.Workplace discrimination complaints based on national origin — which often involve language ability — rose by 76 percent from 1997 to 2011, when more than 11,800 complaints were lodged with the U.S. Equal Employment Opportunity Commission. The EEOC attributes the trend to a more ethnically diverse labor force — about 45 million Americans speak a language other than English at home. Civil-rights advocates say workplace environments have grown more hostile in states enacting tough new immigration laws. It is a common dilemma: employees complain about co-workers speaking other languages at work, conflicts arise, teamwork suffers, and morale issues begin invading the organization. These complaints usually center on an employee’s perception that it is rude for co-workers to speak another language at work, that such actions are intended to be deliberately exclusive and to make other employees feel uncomfortable. Employees feel they are being talked about, laughed at or even plotted against. Yet, Title VII protects employees from national origin discrimination, and therefore, employers must allow employees to have conversations in their native languages, unless there is a reasonable business need to require English-only rules during working hours. So what can HR do to resolve this conflict when English-only rules do not apply, such as during break times and lunches, and for businesses that cannot justify such a policy? First, educate employees on discrimination laws and work to f oster inclusion. Start with presentations on national origin discrimination and show the correlation between native languages being allowed in the workplace and the law. Work to create a presentation that shows common misconceptions on both sides and engenders respect for each other. Employees should be well informed of the company’s discrimination policy, which should also include the use of languages and guidance on what would constitute discriminatory or harassing behaviors. It should be communicated to all employees that failure to abide by the company’s policy and its expectations may result in disciplinary action, including termination. HR must also search for ways to ensure that inclusion is an integral part of the company’s culture. Providing a cohesive environment where everyone is respected and valued is vital to ensuring organizational success. Employees may find it  easier to assume that others are deliberately speaking a foreign language to hide something rather th an to take the time to understand another’s point of view. Conversely, always excluding employees from conversations by using another language can be unprofessional, unfair to co-workers and not in the best interests of the employer. Diversity and inclusion training should include awareness of cultural differences and the challenges non-native-English speakers may currently or once have faced, such as trying to fit into a new culture, being understood when conducting daily activities and being accepted and included at work. Employees also need to respect those fluent in more than one language. These individuals are able to speak English, but at times choose to speak to others in another common language. This is a natural way of sharing a part of their heritage while providing enjoyment in speaking a language that they both share. Finally, the organization’s management must â€Å"walk the talk† and be ready to address situations that affect their teams or jeopardize the employer’s goals and vision for the organization. SHRM HR Knowledge Center As a professional member of SHRM, you can receive free, exclusive access to the HR Knowledge Center. Our advisors have many years of HR experience and a wide variety of resources to assist you with your HR questions. You may reach the Knowledge Center at (800) 283-7476, Option #5 or by using the HR Knowledge Center Request Form. Express Requests The HR Knowledge Center has gathered resources on current topics in HR management. Click here to view and request information. Obtain reuse/copying permission – See more at: http://www.shrm.org/templatestools/hrqa/pages/whydosomeemployeesreactnegativelytootherlanguagesatwork.aspx#sthash.961esjei.dpuf Another step HR can take to prevent discrimination is to encourage cooperation and friendly, professional work relationships by creating  diverse departments or work areas throughout the company. Make sure employees know where to report any incidents of discrimination. Be sure to list the name of the Human Resources staff member that can document the complaint or report and is able to answer any questions or respond to concerns the employee may have. It is important that the HR staff member informs the manager or supervisor about the employees mentioned in the complaint so that the manager is informed and can schedule a private meeting with the employee to explain that they will have to answer the complaint. Be sure that all employees know that discrimination complaints are taken very seriously and addressed in a professional manner. Make any decisions regarding disciplinary action in a timely manner so that employees are not left to wonder what the outcome of the situation will be. Another step HR can take to prevent discrimination is to encourage cooperation and friendly, professional work relationships by creating diverse departments or work areas throughout the company. Make sure employees know where to report any incidents of discrimination. Be sure to list the name of the Human Resources staff member that can document the complaint or report and is able to answer any questions or respond to concerns the employee may have. It is important that the HR staff member informs the manager or supervisor about the employees mentioned in the complaint so that the manager is informed and can schedule a private meeting with the employee to explain that they will have to answer the complaint. Be sure that all employees know that discrimination complaints are taken very seriously and addressed in a professional manner. Make any decisions regarding disciplinary action in a timely manner so that employees are not left to wonder what the outcome of†¦