Marriage Under 18 Years Old

â€Å"She may do nothing against God’s will, but many things she must against her own will if her husband require her. † Population council said more than 51 million girls younger than 18 are already married in 2003. In the world teenagers are making a family when they are so young. God created and created family to feel happiness, rest and peace. Marriage was not men idea, only God’s idea. So God thought â€Å"To provide a helpful mate for Adam, it was not good that man should be alone. † Marriage is a very blessing by God to men. But many people don’t worry about importance of marriage. May be some of these couple will have difficulties. But some people strongly agree that teenagers are able to marriage by their decisions. God always gave people choice about marriage. In the world teenagers became immoral. They get much information which they don’t need from TV, internet, friends and many things. People usually learn and practice that information. Teens are usually not prepared for marriage, spiritually, mentally and physically. Maybe only handful can be. Before marriage especially man must be grown enough by his spiritual life more than physically. God created man to lead his family, not woman. So man must be responsible with everything. Some man became adult but he is baby by his spiritual life. This guy never can be good husband. Because the marriage is not only sex or playing a game. In other word teenagers are young and if they are not prepared for spiritual they will have so many difficulties. In real life many teenagers are not outgrown and irresponsible. So if they are married at time they must continuing school it would be barrier for them. Therefore early married is reason of problems will come one by one because of they couldn’t get education. For instance: The biggest problem is exactly going to face with financial problems. Especially in Mongolia, it is not easy to get good job with high salaries if they are not educated. Young couple’s one of the most important problem is children. One of ways for the young couples to overcome their financial difficulties is that they both have well jobs and that they participate in making the family budget. In case, at that time they have a child that would be hard for them. So men’s obligation will grow. Women needs care more than before when they are being at gestation. If they are face with unwanted pregnancy, all of the young couples decide to do abortion or adopt their children. Reasons for divorce are formed because they didn’t learn how to deal with different problems. Their tension problems get to divorce with bad results. For example: Children orphan hood, couples hurt, wasting times, using drugs and alcohols etc. After that they will remarried with someone and divorce again. That will make them unhappy, unfaithful feelings and they begin to refuse themselves. Even though younger couples surely face with many problems, there are advantages. For example: When younger couples got adult age their children will be grown already. It makes them spend royalty times rest of their life. So they took already big experiences from life and passed away worries. Teen couples probably figure that because they feel like they are in love, they should take that extra step. In my opinion parents have to be responsible for their children when they are teenager. Because if children will make one mistake in the future result may be not a good. When I will be father if my son or daughter is ready to marriage I could agree him or she. But they have to be older than twenty. Under eighteen years old means they are still in authority of their parents. They should imitate their parents about how they understand, support, love, care of each other. If they could learn from their parents they might be well. Finally teenagers must to prepare for their future by their spiritual life, education, mental and physically.

History Gcse Vietnam Coursework Essay

Source A is by US President Johnson, speaking in April 1965, one month after the start of Operation Rolling Thunder. It is a primary source. Johnson had a difficult job; he had to live up to be popular. The former president JFK was very popular. Johnson was a new president. He launched the direct involvement; former president only sent weapons and advisers. In the source, Johnson says USA got involved in Vietnam because â€Å"we have a promise to keep†. By saying promise he is referring to the Truman Doctrine. It is the promise made by Truman president of USA after World War Two, they promised to send money, weapons and advisers to the countries outside the Iron Curtain if they are over the threat of communism. Johnson feels that he has to carry on the promise. Americans expect Johnson to help out South Vietnamese. Americans think communism is evil, and they are the defender of democracy and capitalism. They think it6 is their job to contain communism. They have showed to the world that they will stand up over communism in Korea, Cuba and Greece; it is vital that they carry on containing communism to make America appear strong. The source is said to public in America. It is useful because it is from the president himself who lead the war which makes it is primary source because it was said at the time the war was going on. In addition, it gives us the reasons that Johnson told the public. It also tells us the official reason of why America was involved in the war. Because Johnson took them to war, many public believed him. Direct involvement has just begun and the incidents at gulf of Tongking and Pleiku were the excuses for America to bomb North Vietnam. The source is less useful because he doesn’t give a specific reason on why America was involved; he does not talk about the direct involvement, he is trying to justify his reasons on bombing Vietnam. He believes it is the right thing to do; he hides his private feelings. He also says the quote from the bible to back him up. â€Å"Hitherto shalt thou come, but no further†¦Ã¢â‚¬  he says that the god will say he is doing the right thing. He is trying to make people feel it is the moral thing. He also means that he don’t want communism to be over the Iron Curtain. Because the views from the Vietnamese people are missing it make the source less useful. It is biased because we only get Johnson’s point of view. The date is significant and it is said to persuade the public and it makes the source more likely to be propaganda. Johnson is desperate to put the public on government’s side. Because if the government does not get the support from the public there will be a massive protest. The source only shows Johnson’s point of view so we don’t know if the Vietnamese wanted America there. Johnson has just started to bomb Vietnam which makes it less reliable because he is trying to put the public on government’s side. This is not uncommon because it is what the other leaders have done in the past to put the public on their side. Because it is common that makes it les reliable; the politicians can exaggerate the reasons why they have gone to the war. Propaganda has been used in World War 2 and more recently in Iraq and Afghanistan and the public have to be cautious when listening to propaganda speeches. The media is trying to make the public believe that communism is bad. The source on its own is not very useful. Perhaps if it was cross-examined with other sources we will be able to understand more about the reasons of why America got involved in the Vietnam War. Source B is a private conversation said by us President Johnson in May 1964. The source tells us that Johnson’s fear of communism â€Å"of course if you start running from the communists they may chase you into your own kitchen† which is similar to source A in the fact that he talks about communism spreading to the West and America. He also tells us that he has a fear of losing power which he doesn’t mention in source A because it is a public conversation. He says that the politicians and advisers are giving him pressure to start the war which means that JFK was doing is not working anymore. The source was spoken in May 1964 but then the Operation Rolling Thunder hadn’t started. The USA was only helping the Vietnamese indirectly. The date is significant because it shows that he had thought about bombing Vietnam, it wasn’t a decision which was taken straightaway. He says that he is not confident that they will win the war â€Å"I don’t think it is worth fighting for. And I don’t think we can get out† which contradict with what he has said in source A. Source B is useful because it displays his true thoughts and feelings about going to war in Vietnam. Because the decisions to go into war are done by Johnson it makes the source more reliable. However, because the source only tells us one point of view as to why they are involved in Vietnam War; it limits its reliability and it’s not helpful if you’re looking for why they are involved in Vietnam. The source is privately said which makes it more reliable because it’s trustworthy and because there is more chance of it being the truth. It is more useful because it shows what he really think about Vietnam â€Å"we acre a hell of a lot less† it again contradicts with source A where he said we should act up on Vietnam; this makes source A less useful. But on the other hand source B is less reliable because we don’t know who he had this private conversation with. I think source B on its own is not very useful because he doesn’t say many reasons of why they got involved in Vietnam. But it is useful in way that it contradicts with source A and helps us think more about if source A is reliable. Source C is by Professor Noam Chomsky, he was an American critic of the war; which means that he is not going to be positive about what the government is doing. He is less reliable because we don’t know his background. He ahs got his own agenda; possibly he can be Anti-American. Because he is a professor, people are more likely to believe what he says because he is knowledgeable. However, it doesn’t mean what he says must be true. The source is less useful because we don’t know where he got the information from, to make it more useful we need to know the derivation of his information. The professor emphasises the fact that the government didn’t go to the war to help the South Vietnamese â€Å"its our ‘official’ truth now† he is saying that this is what the public was told by the government, it was what everyone believed at that time. â€Å"It’s just not true† in these lines what the professor actually means is that President Johnson is a liar. â€Å"The US did not want an independent South Vietnam that was no longer dominated by America† in these lines the professor is telling us that USA got involved in Vietnam because they did not want to lose the control over Vietnam and they wanted took powerful to the Soviets during the Cold War. The source tells us that the US got involved in Vietnam for trade and money because if the South Vietnamese turn communist they won’t trade with America, which means that they will have less economy. â€Å"It could not allow South Vietnam out of its orbit† in these lines what he is saying is that America want to show the world its strength and it wants to keep control over Vietnam. It is about America being selfish and its greedy motives. This supports what Johnson said in source B, he only says he cares about Vietnam in source A. The source is said to public because he is being interviewed, the source is not very reliable because it only shows his point of view. The professor wants the public to know the truth or what he thinks is the truth. There is less chance that the media has changed the source. The source is useful because it shows us a different viewpoint about America’s involvement in Vietnam War. The fact that the professor has said it in public shows that he is trying to achieve publicity for himself by exaggerating the reasons. The source is useful because it displays that not everybody agreed to the war and some people criticised their own government. It is also good because it shows a different opinion on Vietnam War; something we haven’t considered before. The source was spoken in October 1982 after the war has finished in the 1970’s. Chomsky is criticising the government because they have lost the war, there is more chance of public believing Chomsky than government and they will think that the government has made a mistake. It is less reliable because it is a secondary source and he doesn’t know what the real reasons were, he wasn’t there at the time nor he wasn’t part of the government. In my opinion, source C on its own is not very useful because ewe only get one person’s viewpoint. But if it was interrogated with other sources it can be more reliable. In conclusion, I think from all these sources I have studied source B is more useful because it shows us what president Johnson felt at that time of war and he was the one who sent out soldiers to Vietnam. But in source A he could be lying to the public to justify his reasons because he can’t say he sent troops down to Vietnam for his selfish motives. I haven’t chosen source C because I think that he is trying to gain popularity by criticising the government and that is his job.

Background and Management at Palmas Bank

The local currency in this chapter explains the background and management of Palmas Bank. The Palmas Bank is located in the outskirts of Fortaleza in the northeastern part of Brazil. As an example of developed countries, there are Community Banks and Community Organizations in Ceala, the capital of Fortaleza. The local currency of the Palmas Bank contributes to the residents of the poor and the regional economy, creating a sense of unity in the use and investment of alternative funds between residents and regional companies. The history of Palmas community organization and facilities has enabled local residents to establish living and living resources for community organizations and facilities. The most powerful point of Covesting is its team with a very economic background in the areas of investment banking, trading, and private management. Covesting team is headed by founder and CEO Dmitrij Pruglo. Dmitrij is a financial and investment banking expert (former Saks Bank manager) with more than 12 years experience in the field of foreign exchange trading, stock markets and derivatives. Chief Operating Officer and Co-Founder Tim Voronin is an experienced stock and derivatives trader. Tim started trading career as a prop trader of Argo Traders in 2008. There, as one of the most unstable times in the history of the market, we traded with the London Stock Exchange on XETRA. Another co-founder of this project is Dinis Guarda. This is one of the most influential 20 people in financial technology and block chains (Richtopia). His role at Covesting is to support the Board of Directors in establishing industry leading transactions and P2P asset management platforms in the field of encryption. Giovanni's career is traditional financial and international business, banking risk and trading system. He is a member of Hedge's co-founding team and is an external consultant of Adbank and Lucyd. His skills range from symbolic, conceptual, implementation, networking and business d evelopment to commercialization and monetization of conceptual and financial technology related products. Giovanni graduated from the top 100 business school of the University of Western Australia and has a business degree in international business, banking and economics. He also got bank risk certification and applied agile work methods. He is the value chain of Block Chain Technology Communicator and its value-added use case. Oh, of course! I am a financial, business development and marketing consultant with a background in technology, design, business, and banking. I have a masters degree in business administration from St. Andrews University and a bachelor's degree in computer science from Newcastle University. Last year I participated in several ICOs. UTRUST, Opu, Safein - I am crazy! I have experience in marketing, management and consulting of other projects so I think I can bring some useful insights into the TV-TWO table.

Nike Essay Example | Topics and Well Written Essays - 750 words

Nike - Essay Example This including signing superstars like Tiger Woods, Serena Williams, etc., as brand ambassadors. 2. Nike strategies brought a new change in the market; it became an eye opener to its competitors and started a phenomenon of marketing strategies to stay alive in the market. Many companies think of 'creative' communications as being memorable for their entertainment, humor or impact, however, effective creativity must be built on a foundation that: Direct marketing prospects have time to think and choose whether or not to act. They look for reasons to reject an offer. Direct marketing makes a call to action, which aims to move the prospect beyond thinking 'that's a clever ad'. The marketer needs to determine the time of year, which is most likely to provide the best results for a campaign, and plan accordingly. Production and execution of the campaign need to be coordinated within a realistic and appropriate time frame. With busy work, family and social commitments, customers have less time to shop around for the right product, giving great appeal to the convenient buying methods offered by direct marketing or mail order. Marketers also offer personal attention and a concern for the satisfaction of individual needs, which is not always found in large retail stores. 3. There is no point running a test or strategy for something, which makes little difference, like the alteration of one word in a headline. Successful direct marketing results from careful and regular testing. The market is fluid, keep abreast of changes and alter with it. Never outlay huge sums of money on a campaign based on the results of one test alone. The actual campaign is rarely as high in response as the test. 'Depth Research' is a term used by Roman (Integrated Direct Marketing) to describe a 'depth' rather than 'breadth' approach to research. This method advocates interviewing a small, careful selection of people, using a 'well-planned, relevant questionnaire'. The Internet has made depth research easier. A well-designed on-line questionnaire with a range of geo-demographic and more open questions can enable your customers to help you understand them in an efficient and cost-effective manner. Keep in mind, though, that people often feel freer to bend the truth in online surveys and questionnaires. Making as much of the form as possible optional rather than mandatory will ensure that the only responses you get will be from people who are genuinely interested in providing you with information. Reference Charles W. L. Hill. & Gareth R. Jones. Strategic Management. "BusinessLevel Strategy and the Industry Environment (ch. 6)". Boston:Houghton Mifflin.

M4A1 PART B Essay Example | Topics and Well Written Essays - 500 words

M4A1 PART B - Essay Example This is the reason why measures taken by management and employees are often too late or inadequate. For example, in 2006, Jerry York, a GM board member had urged the automaker to unload Saab and Hummer but the idea met resistance and ended in ultimate losses (Krolicki, 2009). Now, one of these concerns is near bankruptcy whereas the other one is supervised by court. Out of resistance, the current culture of GM is less tolerant to differences, portrays less appetite for risk taking and exploiting the opportunities in hand, and appears to be narrow-minded to the social concerns that are emerging everyday and endangering its stability and existence in future e.g. increasing labor cost with excessive payload of surplus labor, and also the lack of attention paid to environmental issues. Due credit must be given to our predecessors but with the changes in absolutely every segment of our lives, GM must prepare itself first for the present and then for the future by first letting go of its same bureaucratic culture which is a souvenir from baby bombers. GM is trying hard to compete with the companies that value the importance of cultural diversity, innovation and technology along with appropriate leadership. It has acted like a shelter for many managers who were afraid of getting out of their comfort zone and face the current challenges (Krisher, 2012) . Instead our culture has provoked them to use the chain of command principal, as an excuse for lack of performance and innovation. Considering the last near bankruptcy experience, GM culture has to change. In the light of past experiences, I would recommend that GM needs to evaluate the need for change and incorporate all necessary amendments not only in its operations and processes but in the overall organizational culture with a special emphasis to our most valued assets, our human resources. According to

DEPENDS ON WHAT YOU WRITE IT ON Essay Example | Topics and Well Written Essays - 1000 words

DEPENDS ON WHAT YOU WRITE IT ON - Essay Example The revolution in Russia that occurred in 1917 has a central place in the history of the world as well, the history of states that fall within the league of Baltic nations. These constitute Lithuania and Latvia as well as Estonia. The people of the Baltic nations also played a central role in the revolution of 1917, with significant stress on the Bolsheviks in Latvia, who primarily constituted a significant majority of the famous Red Guards that made it their duty to take side with the Bolsheviks in Russia which was absolutely critical at the initial times of the revolution. In the earlier revolution periods in 1905, which was the pioneer revolution in Russia, peasants that were scattered all over the Baltic states took advantage of the Russian Revolution to aggress against their leaders. At given varied moments in history, peasants from Latvia as well as Estonia had been under the rule of the Tsarist regime in Russia, the Swedish kingdom as well as the nobility in German. Peasants in Lithuania had been under the rule of Russia and prior to that, the Kingdom of Poland (1569-1791). The peasants in the ruled states took advantage of the revolution in Russia to control their destiny in their respective states by agitating for establishment of self rule. Despite this fact, the revolution did not lead into immediate independence as they had to wait until the period ranging from 1918-1940 for independence. The people that formed the citizenry of Baltic States which primarily are the present Lithuania, Estonia and Latvia, had been under the manacles of serfdom that characterised their existence from periods that traced back from the twelfth century to the entire 19th century. The Baltic region has in history formed ground for confrontation. The most notable of its rulers were the nobility in Germany as well as Poland, Sweden as well as the Tsarist regime in Russia. A significant majority of the Baltic Population that constituted Lithuanians, Estonians and Latvians

What relationships do you find between gran nursing theories and Coursework

What relationships do you find between gran nursing theories and application to clinical practice.provide one example that uses a specific gran range theory to support your views - Coursework Example For instance Orlando’s nursing process theory offers insights on the nursing process (Parker & Smith, 2010). This theory notes that nurses ought to connect to patients and guarantee that patients acquire what they need by focusing on the verbal and non-verbal expression of the patient. In essence, grand theories offer an overall framework for structuring of nursing interventions (Meleis, 2007). Orlando’s nursing process theory provides a framework of alleviating distress among the patients by focusing on the reactions of the nurses to the patient’s behavior (Blais et al., 2006) McEwen and Smith (2014) acknowledge that the primary concept of a grand theory is to direct the processes of nursing. For instance, Orlando’s nursing process theory is directly linked to practice as it directs the procedures of nursing care by focusing on the responses of the nurses to the behavior and actions of the patient (Meleis, 2007). The concepts of this theory serve as categories to the nurse in establishing what information is significant and should be gathered to assess and formulate nursing diagnoses (Blais et al., 2006). Notably, abstract concepts from grand theories direct all the stages of nursing operations, including planning, espousal and evaluation of nursing care, while also explaining the desired reactions to care and outcomes of

Business Law Essay Example | Topics and Well Written Essays - 250 words - 43

Business Law - Essay Example Loss of jobs does not go hand in hand with employment law that states that employees should not be terminated without a reasonable cause. When people lose their jobs, it means that they will live below the poverty line. The government therefore will not have attained its objective of poverty reduction because as others earn more, others lose. Another reason why the minimum wage should not be raised is that low wage workers will lack the incentive to educate themselves further. When workers are paid more, they will lack the motivation to enroll in colleges and further their education. It therefore means that workers will gets stuck in their jobs for longer periods instead of moving to other rewarding jobs. The overall effect will be that the country’s education level will be low. Finally, minimum wage should not be raised because raising minimum wage means that more money will be pocketed by the poor people at the expense of the employer. In order to cater for the increase in income, it means that the employer will find ways increasing income through ways such as increasing taxes. If taxes are increased, then the welfare of the people will not be catered

Behavior problems Essay Example | Topics and Well Written Essays - 500 words

Behavior problems - Essay Example These graduate students were all part of the same master’s degree program and worked with parents of special needs children on a daily basis. The setting of the experiment was in a conference room in the university campus that was ideal for conducting the training workshops. The materials consisted of guide for paper training as well as several examples in form of pictures and videos. These questionnaires were filled by the subjects before as well as after the workshop so that data could be collected for further evaluation. Furthermore the measures for the study comprised of analyzing verbal, non verbal and written verbal behaviors. What were the results of the research? The results of the research indicate that all the participants of the study displayed the use of more support strategies above pre training levels when it came to role playing as well as written assessments. This was a result of mainly a concise3 hour training regarding communication skills.

Blood Diamond Essay Example for Free

Blood Diamond Essay Africa was known as â€Å"The Dark Continent† during the Victorian Era, believed by Europeans to be a land where even the slightest trace of civilization tends to collapse under madness and savagery. It seems especially common for Europeans to assume that anyone who ventures into Africa would then sink into an irrevocable state of delirium. Such notion was amplified by Joseph Conrad, who, in Heart of Darkness, took Africa as a land so free from moral restraints that no civility could stand from being pulverized by its darkness. Blood Diamond, dating a hundred years after Heart of Darkness, presents a different view. Although the film seems to faithfully support the conventional view of Africa as a place that forces its inhabitants into madness, a closer examination of Blood Diamond shows that, quite the opposite of depicting Africa as The Dark Continent, the film actually rebuts the view by emphasizing the underlying grace of the land. Blood Diamond sends out the message that rather then being the other way around, it is the colonizers of Africa who are forcing the continent into its present state of violence and madness. Through contrasting between parts of Africa with assorted degrees of western influence, director Edward Zwick shows that Africa without colonization would be a land of peace and grace. This contrast is established between the depiction of an RUF (Revolutionary United Front) headquarters and an elusive school that lies within the immutable jungles of Africa. Zwick uses costume to represent western ideals brought to Africa through colonization when portraying the RUF headquarters. When Danny Archer first gets off the plane to do business with Commander Zero, the audience is introduced to a group of African teenagers dressed in shockingly familiar looking attires. Indeed Captain Rambo, a member of the RUF, is dressed in no way different from any North American boy. His clothing without doubt emulates the fashion of North American hip-hop generation. His wide sunglasses, baggy pants, and chain necklace all too well indicate western influence. It is only when he holds up a gun that the audience senses a strong odour of irony. The gangster image that prevails this RUF headquarters contrasts with a peaceful African community in the midst of the jungle, a community in which the effect of colonization is less apparent. In fact, Zwick speaks of this community as an â€Å"island of sanity†. The term â€Å"island† denotes not only a sense of isolation from the atrocity of the surrounding world, but also a sense of isolation from western influence. It is within this community that a group of child soldiers are carefully returned to life. Of these two African communities, the one that displays a crave for western ideals is the one that rears violence and madness, whereas the primitive jungle described as the very medium of suffocation in Heart of Darkness becomes the place where sanity is restored. Through contrasting between a world greatly influenced by colonization and a world that is not yet penetrable to its grasp, Blood Diamond clearly conveys the idea that it is the white people who are jeopardizing Africa’s graceful soul with their intrusion, and it is the colonizers of Africa who are ultimately responsible for any violence seen there today. Zwick also uses various types of shots to establish Africa as a graceful land. Although scenes of RUF troops committing heinous violence are omnipresent in Blood Diamond, Zwick does not forget to show what Africa was like before war and colonization. The use of master shots often precedes any scenes of violence in the film to constantly remind the audience of the majestic panorama of Africa. Shots of grand canyons, peaceful sunset, and misty cities again and again take the audience’ breath away. These shots are images of Africa entirely different from those underscoring problems of poverty and hunger commonly seen in media, thereby are all the more shocking. It is indeed hard for one to find a trace of savagery or madness in this landscape. Without these shots, one would laugh with an air dismissal when Dia says to his father â€Å"teacher says our country (Sierra Leone) was built to be an utopia†. But with these breathtaking images, the audience cannot help but to ruminate over Dia’s belief that â€Å"when the war is over, our country will become a paradise. Apart from using master shots, Blood Diamond also employs wide shots to convey similar ideas. The film opens with a wide shot of fishermen working against sunrise. In the shot, the black silhouettes moving quietly yet arduously against the breaking dawn of the sky effectively convey a sense of peace. By integrating various types of shots into the content of the film in a meaningful manner, Zwick successfully delivers his desire to show what Africa was like before colonization. These shots are key to establishing Africa as a land of peace before its colonizer’s arrival. Zwick also conveys the idea that it is the Europeans who are responsible Africa’s present chaotic state by probing the different meanings of diamond in Africa and in Europe. A character responsible for this layer of the film is a sadistic RUF mine general– General Poison. Following after the priceless diamond like an animal after the smell of carcass, General Poison is depicted as the very heart of distortion and madness throughout the film. In the prison scene, Zwick’s use of lighting and colour effectively turns General Poison into the icon of animosity similar to that described in Heart of Darkness. The prison scene is dominated by a sickly luscious combination of brown, green, and red, creating a canvas that is hunted by greed and fear. Here, Zwick plays around with the employment of fluorescence light to give General Posion the aura of a mad dog as he barks at Solomon Vandy. Yet General Poison reveals something rather astonishing near the end– he craves for that diamond not because of greed, like the diamond dealers in London, but because he wants to escape his own cruelty. â€Å"You think I am a devil, but it is only because I have been in hell. I want to get out, and you will help me†. This is what the general says to Solomon, and the audience learns that he too is a prisoner suffering from the effects of colonization. General Poison craves for that priceless diamond not because of the wealth it shall bring, but because it is his only ticket out. As soon as this is revealed, the audience learns that his devilish behaviour is not the result of his native instinct; rather, it is the result of having to cope with the values of white men. It is white people, the colonizers, who are forcing him into madness. Suffocated by the atrocity of colonization, he must act cruelly to free himself from his own madness. This internal irony shows that Africa is not a continent with the natural tendency to drive its inhabitants into madness; rather, the madness seen in the film is only the result of Africans trying to cope with the values of their colonizers. In Blood Diamond, Zwick effectively combines style and content to show that Africa is not a continent of darkness and savagery; rather, the moral dilapidation seen there today is the result of colonization. Indeed instead of pushing those who venture into its land beyond the boundaries of civilization, Africa is itself a prisoner and a sufferer. It is with productions like Blood Diamond that the images outlined in Heart of Darkness become increasingly relegated from the status of a journal to that of a fiction. It is with productions like Blood Diamond that the truth about Africa is slowly revealed. In a way, Blood Diamond has given Africa a testimony of its grace that is rather long overdue.

Features of Different Types of Early Childhood Program Models

Features of Different Types of Early Childhood Program Models Choosing a programming model, organizing the environment, and developing a program plan that is responsive to the needs of children, Early Childhood Educators, and families is a complicated and difficult process. ECEs must consider many elements of childrens development and combine their knowledge of child development with the preferred program model philosophy when planning an environment for children. It is important to know that many different program models exist and that each program model offers different features. Class Field trip We are going on a field trip! Tonight we are going to visit 3 different Early Childhood Programs. Each program is based on a different model or philosophy on how children learn and succeed. Waldorf Program Mode Montessori Program Model First Nations Head Start Program Model First Stop: Waldorf Program Model Founder Rudolf Steiner Waldorf Program Approach Curriculum and experiences come from the children and that knowing children well is essential to planning a learning environment that supports childrens whole development. Suggests that an arts-based curriculum supports childrens whole development, and so image, rhythm, movement, drawing, painting, poetry, and drama are core components. Because of the arts-based experiences, attention to the environmental aesthetics is necessary. Contrary to the thinking of many educators, Steiner pointed out that teachers do not provide experiences for students. Adults provide the conditions, such as the materials, space, schedule, and options, but the children lead the program design and implementation. Frequently asked Questions about the Waldorf Model: http://www.whywaldorfworks.org/02_W_Education/faq_about.asp What is Waldorf Education? Answer: Based on the work of Rudolf Steiner, the curriculum draws on the natural nature of children, with emphasis on childrens learning through imagination and fantasy. Academic content is held to a minimum while art and movement are the core elements of the curriculum What is the Preschool Kindergarten Waldorf Program Like? Answer: The goal of preschool and kindergarten is to develop a sense of wonder in the young child and reverence for all living things. This creates an eagerness for the academics that follow in the grades. The Waldorf Preschool; a time for imitation and play young children live in a rich world of play and discovery. They are completely open and deeply influenced by all that surrounds them. What they see and hear they imitate; unconscious imitation is the natural mode of learning for the preschool child. Everything around the child is absorbed. Accordingly, the preschool is a world of harmony, beauty and warmth. Toys in the preschool are made from natures gifts: wood, sea shells, stones, pine cones, lambs wool. The simpler the toys the more active the childrens imagination can be. Formal intellectual or academic schooling is excluded from the Waldorf Preschool. With an active imagination, energetic physical development, and a true curiosity for the world, children are best prepared for the challenges of formal schooling and later life. (Paraphrased from the South African Federation of Waldorf Schools) Preschool and Kindergarten activities include: storytelling, puppetry, creative play singing, dancing, movement games and finger plays painting, drawing and beeswax modeling baking and cooking, nature walks foreign language and circle time for festival and seasonal celebrations What about the Waldorf Program for Elementary and School-Aged Children? Answer: Elementary and middle-school children learn through the guidance of a class teacher who stays with the class ideally for eight years. The curriculum includes: english based on world literature, myths, and legends history that is chronological and inclusive of the worlds great civilizations science that surveys geography, astronomy, meteorology, physical and life sciences mathematics that develops competence in arithmetic, algebra, and geometry foreign languages; physical education; gardening arts including music, painting, sculpture, drama, eurhythmics, sketching handwork such as knitting, weaving, and woodworking What is unique about Steiner Waldorf education? How is it different from other alternatives? (Public Schooling, Montessori, Head Start, etc.) http://www.steinerireland.org/faq/#2 Answer: The aim of Waldorf schooling is to educate the whole child, head, heart and hands. The curriculum is as broad as time will allow, and balances academics subjects with artistic and practical activities. Steiner Waldorf teachers are dedicated to creating a genuine love of learning within each child. By freely using arts and activities in the service of teaching academics, an internal motivation to learn is developed in the students, doing away with the need for competitive testing and grading. Some distinctive features of Steiner Waldorf education include the following: Academics are de-emphasized in the early years of schooling. There is no academic content in the Steiner Waldorf kindergarten experience (although there is a good deal of cultivation of pre-academic skills), and minimal academics in first grade. Reading is not taught until second or third grade, though the letters are introduced carefully in first and second. During the elementary school years (grades 1-8) the students have a class (or main lesson) teacher who stays with the same class for (ideally) the entire eight years of elementary school. Certain activities which are often considered frills at mainstream schools are central at Steiner Waldorf schools: art, music, gardening, and foreign languages (usually two in elementary grades), to name a few. In the younger grades, all subjects are introduced through artistic mediums, because the children respond better to this medium than to dry lecturing and rote learning. All children learn to play recorder and to knit. There are no textbooks as such in the first through fifth grades. All children have main lesson books, which are their own workbooks which they fill in during the course of the year. They essentially produce their own textbooks which record their experiences and what theyve learned. Upper grades use textbooks to supplement their main lesson work. Learning in a Steiner Waldorf school is a noncompetitive activity. There are no grades given at the elementary level; the teacher writes a detailed evaluation of the child at the end of each school year. The use of electronic media, particularly television, by young children is strongly discouraged in Steiner Waldorf schools Tour: Waldorf Preschool: http://picasaweb.google.com/lh/photo/a_rcQD5Yh7nfhAYpfBKHuQ In Class Discussion What did you like about the Waldorf Program? Is there anything you didnt like about the Waldorf Program Model? Second Stop: Montessori Program Model Founder-Maria Montessori Montessori Program Approach Montessoris method requires teachers to conduct naturalistic observations and carefully prepare environments with experiences that become more complex and that are self correcting. Children will interact with materials described as work tasks. Children are given the choice of material that they wish to explore, and the adult demonstrate the steps to be carried out when using the new material. Then the children may use the materials, which focus on daily living, sensory, academic, or cultural and artistic experiences. An example of a work task in a Montessori classroom is polishing shoes. On a child-sized tray, the adult organizes the buffing cloth, the polish, and the shoes. The adult demonstrated to the children what each cloth is for, how to open the polish, how to dip the cloth into the polish, how to apply the polish, how to buff the shoe and to reapply polish. Once the demonstration is complete, children my pursue the work task independently. Frequently asked Questions about the Montessori Model What is Montessori Education? http://www.a-childs-place.com/faqs.html Answer: Montessori is a philosophy of education popular throughout the world that encourages and supports the unfolding of a childs maximum potential by assisting the child to educate herself at her own pace.   Its main beliefs are: each child is a unique individual and has the ability to explore her own capabilities given the right environment; children have sensitive periods for learning (i.e., for language, order, movement); very young children learn through their unconscious absorbent minds; observation is crucial; appropriate developmental environments and expectations are essential.   The philosophy respects the individuality of the child, her freedom and choice within limits.   The role of the adult in the environment is to assist the child to meet her needs thus leading her to explore her identity, independence and realize her full potential.   An environment is prepared to guide the child in self directed activities with hands-on sensory activities.   The concrete materials require movement and the use of his hands to develop his mind.   The philosophy respects the natural abilities and progression of each individual childs development. How does Montessori differ from traditional education? http://www.a-childs-place.com/faqs.html Answer: Montessori education differs from traditional education in many ways but probably the most fundamental difference is that Montessori is child-centered whereas traditional education is teacher-centered.   Please see the list of comparison below that has been adapted from the American Montessori Society: Montessori Education Traditional Education early start in school (2-3) late start in school (5-6) 3-year age range per class one age per class freedom to move about choose work seated at desks community atmosphere little socialization individual lessons large group lessons self-correcting materials teacher as source of answers natural, logical consequences rewards and punishments longer free work periods frequent interruptions enhanced curriculum limited curriculum progress of student as test peer comparison as test emphasis on learning emphasis on grades emphasis on individuality emphasis on conformity progress at individual rate annual promotion emphasis on selfcontrol teacher as disciplinarian PEACE in education corporal punishment strong school/home ties little parent involvement observation based progress reports graded report cards child centered schedule adult centered education Why does Montessori have mixed age groups? http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: Mixed age groups free children to enjoy their own accomplishments rather than comparing themselves to others. Older children provide leadership and guidance, and benefit from the satisfaction of helping others. Younger children are encouraged by attention and help from older children. They learn through observation of older children. At the same time, older children reinforce and clarify their knowledge by sharing it with younger ones. Children easily learn to respect others, and at the same time develop respect for their own individuality. This interaction of different age children offers many occasions for building community, as well as nurturing the development of self-esteem. This encourages positive social interaction and cooperative learning. With mixed age groups and individualized teaching how do Montessori teachers keep track of all the children?http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: The Montessori method is based on scientific observation. A key aspect of a Montessori teachers training is learning how to systematically observe when a child reveals an especially strong interest towards a piece of knowledge or skill. Teachers observe for childrens independence, self-reliance, self-discipline, love of work, concentration and focus. They also observe for the mood of the class an overview of the mood of the whole class as well as the mood of individual children. In addition to keeping observation notes, teachers keep records of lessons presented to individual children and record childrens progress in working toward mastery of skills. Is there too much individual work in Montessori? Do children learn how to get along with others?http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: Montessori children are free to work alone or in a group. Although younger children do often choose to work alone as they master challenges, there are many aspects of Montessori schools that help children learn to get along well with others. They learn to share. They learn to respect each others work space. They learn to take care of materials so other children can learn from them. They learn to work quietly so others can concentrate. And they learn to work together with others to take care of the classroom. As they get older, most children choose to work in small groups. Tour: Montessori Preschool How are Waldorf and Montessori Models Different? Please take some time to read the following article titled Waldorf vs Montessori. How are the programs the same? How are the two different? http://www.jnorth.net/mindmaps/personal/parenting/parenting%20research/Waldorfvs.Montesorri.html Dear Class: If you are interested in learning more about the Montessori Method please take sometime and enjoy the information provided below: The Video is a youtube video so some of your computers may not open it up. Montessori Video: http://www.youtube.com/watch?v=OM1Gu9KXVkk The Montessori Method-The Classroom: http://www.circleofinclusion.org/english/approaches/montessori.html Head Start Approach: http://www.hc-sc.gc.ca/fniah-spnia/famil/develop/ahsor-papa_intro-eng.php The Aboriginal Head Start On Reserve initiative is designed to prepare young First Nations children for their school years, by meeting their emotional, social, health, nutritional and psychological needs. This initiative encourages the development of projects that are comprised of the following program components: culture and language, education, health promotion, nutrition, social support and parental involvement. The program encourages the development of locally controlled projects in First Nation communities that strive to instill a sense of pride and a desire to learn; provide parenting skills and improve family relationships; foster emotional and social development and increase confidence. It is also designed to assist parents enhance their skills which contribute to their childs healthy development. Frequently Asked Questions about the Aboriginal Head Start Model First Nations Head Start Standard Guide What is the objective of Aboriginal Head Start? Answer: To provide First Nation children with the opportunity to develop their physical, emotional and social needs in a culturally relevant environment. The goal of Head Start is to provide all children with a safe, nurturing and enjoyable learning environment that supports their development with the skills and knowledge necessary to succeed in their present environment, in school and in life. Does the Head Start model see Parent(s)/Guardian(s) as important to a childs learning? Answer: Head Start will provide First Nations parent(s)/legal guardians/extended family with assistance and support in acquiring good parenting and life skills through activities such as workshops and information sessions. Parent(s)/legal guardian(s)/extended family are important partners in the process of planning and implementing a curriculum, and are crucial in reviewing the effectiveness of it. What does a Head Start Curriculum Include? Answer: It is recommended that First Nations Head Start projects establish a curriculum that reflects the developmental needs of the children of the program as well as the six program components: nutrition, education, family involvement, social supports, health promotion and culture and language. Development of a curriculum may also include input from an early childhood education specialist, parent(s), Elders, cultural advisor and/or other appropriate resource person(s). A curriculum may include, but not limited to the following components: provide opportunity to learn through play provide a balance of structured learning environments and natural environments provide opportunity to enhance school readiness skills and cognitive development supports fine and gross motor development uses lots of teaching materials including, but not limited to age and culturally appropriate books, videos, computer programs, toys, guest speakers provides learning experiences through food preparation and through sampling a variety of nutritious foods including traditional foods encourages role playing and dramatic play encourages conversation and language skill development provides the opportunity for the children to express their feelings, concerns, ideas and fears provides learning experiences that are age and developmentally appropriate and respective of the individual child provide learning experiences that are culturally appropriate provides opportunity to further develop socialization skills provides learning opportunities to develop child awareness of safety in the home, at school and in the community allows for creative expression through art, music, dancing, singing and storytelling provides opportunity for sensory learning including touch, taste, smell. sight and hearing provide both indoor and outdoor activities and learning experiences Components of Quality Programs In Class Activity Your friend is returning to work after having been a stay-at-home parent. You have been asked to visit a child care center for this friend to determine if it is a quality center, one that you would recommend for her child. What indicators or aspects of quality will you be looking for? Quality Indicators Quality Indicators are predetermined outcome measures used to determine the level of quality to be achieved or that has been achieved. Indicators of Quality Personal suitability and educational preparation of early childhood educators The Canadian Child Care Federation indicates the need for early childhood educators to have experience and formal post-secondary studies in early childhood education. ECE participate in continuous learning that supports their ares of interest, specialization, or identified needs. They mentor new ECE entering the field Early learning and child care environments Early learning and child care programs respond to childrens needs by offering continuous opportunities for learning and nurturance. The goals of the service or determined by the needs of the children and the shared philosophies of parents and care providers. All practices that take place are based on sound child development theories and practices. Group size and ratios Small group sizes support the quality of interaction among children, peers and adults, and they provide more opportunities for each child to have a one-on-one conversations with ECEs. Adult interactions The early childhood educator develops and nurtures an open, friendly and informative relationship with each childs family and encourages their involvement. ECEs believe in mutual respect, trust, and co-operation among colleagues, peers, families, and community partners. Health and nutrition Effective health and nutrition principles and practices are role modeled on a daily basis Safety ECEs examine indoor and outdoor play space and programming strategies to ensure that safety practices are being followed, while allowing and encouraging children to take safe risks. Partnership Early learning an child care staff form partnerships among parents, colleagues, all levels of government, training institutions, and provincial, territorial, and national organizations related to early learning and child care. Respect for cultural values and diversity Early learning and child care settings incorporate family and community cultural attributes into the program. Assessment and evaluation Early learning and child care programs establish a process for evaluating and assessing all aspects of their program delivery. Action plans are developed, implemented, and evaluated at frequent intervals as a way to monitor the intended change in practice. Family support Early childhood educators respect and support the needs and attributes of families Elements of Quality Environments Traditionally three critical elements were used to identify quality Early Childhood Programs: the adult/child ratio the number of children in a group the staffs professional education Types of Quality Structural Quality adult/child ratios maximum group size educational training of the staff Process Quality relationships developmentally appropriate activities caregiver consistency parent involvement warm, sensitive nurturing care giving Caregiver Characteristics Education Experience includes ongoing professional development ECEs who have post-secondary education in ELCC tend to be more responsive to the children, provide children with stimulating activities that are developmentally appropriate support the parents Stability Job Satisfaction caregiver continuity is important for infants toddlers because they are in the process of forming attachment relationships ECEs that are satisfied with their new jobs are more likely to provide encouragement and guidance. Contextual Factors infrastructure directors/coordinators administrative style and the organizational climate wages working conditions such as paid preparation time, opportunities for professional development and appropriate adult child ratios government regulations and funding community relationships family involvement Engagement | Exploration | Application | Connection | Top created 12-Oct-2009 modified 04-Nov-2010 glossary copyright

Lab Protocols :: essays research papers

Lab Protocols Through trial and error my class and I have learned that screwing around and misbehaveing in lab not only results in multiple page papers, but can also be harmful, dangerous, and costly to our teacher and school. There are many rules or "protocols" that should be followed in a lab enviroment. In this situation there are ten basic rules that must be followed at all times while participating in lab experiments. These are here for our own safety and should be followed for this reason. The first rule is that everyone in the lab should wear eye protection. In a lab enviroment eye injury is very common. Eye protection greatly reduces this risk of injury. The second is no horseplay. Horseplay can cause injury to yourself others and can cause damage to the laboraty. The third rule is that you should only interact with your partner and the teacher. This will prevent distraction from your set experiment. The fourth rule is that you should not leave your experiment unattended whether you think it is dangerous or not. This rule is completely self explanatory for safety purposes. The fifth rule is to be extremely careful with equipment. Not only for money purposes but also for your own personal safety. The sixth rule is to not touch anything that the teacher or the lab specifically instructs you to. Because you don't need to. The seventh rule states that activities should only be done if they are specifically discussed in your lab. This is for safety purposes and for the liability of the school. The eighth rule is that you are not to contaminate chemicals by using equipment in more than one substance without washing it thoroughly. Doing this can cause explosion, fire, bodily harm, poisonous gasses, or possibly death. Also do not return chemicals to the original container after they have been used. The ninth rule is that you must read your lab handout thoroughly before experimenting in a lab environment. It is a good idea to ask any necessary pertinent questions prior to partaking in your lab. Follow directions exactly. This is to prevent possible harmful mistakes that may result in death, poisonous gasses, bodily harm , explosion , or fire. Last but not least the tenth rule is that before taking leave of the

Creating a Computer Program in the C Language about Super Smash Brothers Melee :: Biophysics Programming Gamecube

Super Smash Bros. Melee At first I had absolutely NO idea what to do for my biophysics final project. I wanted to make my program at least slightly interesting and this summer program is practically full of gamers. I decided to benefit my peers and myself by making my final project a program revolving around the Nintendo Gamecube game, Super Smash Bros. Melee. Before I wrote my program I needed the statistics of the win percentages of computers when they play a specific character. Both computer players have one life and both of them are at level 9 difficulty, the highest level difficulty in the game. I chose the map called â€Å"Final Destination† because random maps, although they create less bias, made the battle between two characters most of the time 50/50. I had the two computers fight for about twenty or thirty games to get statistically significant evidence for the win percentages of a computer character versus another. My program calculates the number of games needed to play to collect enough coins to collect a certain goal of trophies. Super Smash Bros. Melee uses a slot machine system for players to put coins in to have a chance to receive a new or old trophy. My program, however, can not actually be utilized to calculate anything in the game, for I had to add some tweaks to my program to make it more interesting for the viewers. The tweak I added was whenever the computer you were â€Å"betting on† won, you would win 5 coins, and whenever the computer lost, you would win 0 coins. That is not true in the real game, because two level 9 computers facing off would only get 1/10th of a coin each game. Each character in Super Smash Bros. Melee is numbered off in alphabetical order so I could input the win percentages between two computers. There are 25 playable characters in the game, but with the allotted time given, I had no time to test over 300 different combinations of characters (25x25 matrix) in one weekend. Instead of testing all twenty five characters, I tested five of them(which is still a lot of testing!). My program inputs are: 1) Character # whom you are betting on 2) Character # whom your character is battling 3) Starting Number of Trophies 4) Desired Number of Trophies(max 242)

The Threat of Nihilism: New Educational Opportunities? :: Education Philosophy Philosophical Essays

The Threat of Nihilism: New Educational Opportunities? ABSTRACT: If the educator is characterized by a willingness to stand for something and simultaneously willing to care for someone, then the philosophy of authenticity should help the educator out of the problems that the Enlightenment project and some of its critics have created. While our integrative authenticity should rescue us from despair, it should also correct the possible immobilism occasioned by the interpretation of some postmodernist authors. Here, what we take as somehow fulfilling us, to a certain extent also conceived in a naturalistic way, binds us to the ways of structuring our concerns so that others can participate in a common framework. But such a philosophical perspective is confronted with two objections. First, one asks whether it is still ethics given the importance it gives to the empirical level. Second, it is questioned whether there really is a place for the other, whether it in fact transcends subjectivism. This paper deals with some of Nietzsche's central ideas and argues that the reproach of extreme relativism and scepticism is not justified. It concludes that one may find on the contrary an interesting way of dealing with the necessarily individualistic nature of education as well for the educator as for the educandus. If education can be conceived as an answer from one individual person to another, particularity, care, integrity and trust are of the utmost importance, and so is what "being authentic" means. Of course, an agent cannot articulate a project concerning who she wants to be without a context of intersubjectivity. Such a project must constitute a particularly illuminating example of what can be done in a certain social predicament. Furthermore, authentic identity presupposes a moment of recognition on the part of another. Authentic identity can thus mean pursuing a project in which a willed uniqueness is expressed and the wish for others to recognize this unique person whom we want to become. If the educator is characterized by her willingness to stand for something and simultaneously willing to care for someone, then the philosophy of authenticity, thus conceived, should help the educator out of the problems that the Enlightenment project and of some of its critics have pressed on her. While her integrative authenticity should rescue her from despair, it should also correct the possible immobilism occasioned by the interpretation of some postmodernist authors. Here, what we take as somehow fulfilling us, to a certain extent also conceived in a naturalistic way, binds us to the ways of structuring our concerns so that others can participate in a common framework.

Balancing The Christian Life Revision2

Christianity is more than just a religion that one gets into. Rather, it is a relationship between God and the believer. And as Charles Ryrie has pointed out in his book, â€Å"Balancing the Christian Life,† that like all relationships, the Christian life of a person grows, develops, and matures from one that was less spiritual to one that is spiritually genuine and wholesome. But the Christian life is a journey until one achieves genuine and wholesome spirituality.And Ryrie intended to reach Christians become better Christians by presenting biblical concepts such as spirituality, man, the old and the new life, and the unity with Christ. He goes on to discuss the personal responsibilities of Christians, and a third part which deals with some practical problems faced by Christians such as being filled with the Spirit, temptation and the Devil, forgiveness and confession, being legalistic, tongues, and Christ’s seat and lordship over one’s life.To me, every chapter of the book was interesting only that I wish more life applications and examples could have been incorporated by the author. Without such applications and examples, the book struck me more of a mere discussion or lecture material about biblical concepts, the Christian’s responsibilities, and the problems every Christian is bound to encounter later in his or her Christian life. The life applications and examples could help readers of the book relate more to what is being discussed by the author, and this could help readers grasp and gain a deeper understanding of the texts.In addition, the topics of the book could have been written more extensively with less biblical jargon for the benefit of new Christians. This is because the topics and the discussions of the book are very good sources of information, especially for the new Christian to be renewed and strike a balance between spirituality and life in this world. Moreover, the book can help Christians become more established in the faith, in the Word and in the Church.If new believers are not properly and promptly established, they might not make it in their Christian life. Had the topics been discussed at length and with practical life applications and examples, most readers would be edified for the topics were designed to minister, edify, and equip the believer and strengthen his faith by applying the concepts and properly taking hold of the responsibilities cited by the author. In essence, however, the book was okay.I particularly liked the author’s discussion about understanding man’s salvation: man’s original sin, the results of sin, and God’s solution for sin. His initial message moves readers about sin and redemption. Basically, the author pointed out that, before we can understand salvation and appreciate the fact that Jesus is our Savior, we must first understand why man needs a savior and what it is that men need to be saved from. In short Ryrie tells us that we mu st understand the seriousness of sin and its eternal consequences.He goes on to tell us that all sin is rebellion against the holy nature of God, hence, because of sin, man is separated from God and doomed to an eternity away from His presence. Because God is holy and just, he cannot let sin go unpunished. But because He is love, He desires to redeem His creation. So in order to be just and justifier at the same time, God sent His son to earth to pay the penalty for man’s sin. Hence, because of the blood of Jesus, we have been justified. Justified means â€Å"just-as-if-I’d† never sinned.In other words, God not only forgives sin, he lets us start all over with a clean slate, just as if we’d never sinned. This new start is not because of our good works but because of the blood of His son. I also liked the discussions regarding spiritual gifts and how we must use them; the wiles of the Devil; and the power of confession and of forgiving. I think Ryrieâ€⠄¢s book may be a very helpful reading material, although a new version may be written to make the texts more significant and applicable especially for those who’ve just begun their Christian walk.

Broken Family Essay

Family is the basic unit of society. This is the most essential component of a country. Governance will only be effective if the citizens are properly oriented with good values and virtues, which is commonly taught by the family. A home is where a family lives. It may be alternated to the word ‘house’ but a house is more appropriately referring to the material structure, whereas ‘home’ refers to the intangible things that bind together the family members. It is the immeasurable love and care that keeps together the mother, father and their children. However, no matter how ideal a family in the terms of their relationship, there are still hardships and misunderstandings that will come along the way. It is just part of any relationship anyway. But, the sad part is when one of the family members gave up and the others have no choice but to accept and let go. Thus, the family starts to be broken. Broken Family is a family with children involved where parents are legally or illegally separated†¦whose parents have decided to go and live their lives separately for several reasons/problems. Too many arguments that might lead to divorce and the parents divide their children. But I believe its mostly cause by drugs or money. Too much money leads to arguments and greediness which causes to forget about love and divorce. Too poor leads to depression and arguments and feels like they have to split up and start over. Drugs messes with someones head and they mostly die or the family leaves that person behind for the cause of the children’s growing. But its not all parents, some teenagers runs away from home, of course, with their own reasoning. Some parent’s children die and it causes them to split. For the cause of the child’s growing, they divorce and find some place else . Or sometimes, its work. Not working too much or a workaholic may lead up for a broken family. Or if someone dies, then of course they’re broken inside the most. Though your answer is very good, I think you miss one detail. Another cause for a broken family, is abuse. Maybe the parents or parent hits the kids, and wife. Or maybe the son hits the parents. I think that is a very big reason in why many family’s are broken. Yes, still there’s one detail also that you may include, when the relatives of each party join to the problem or favors a parties (and sometimes it’s the parents of each party will suggest to them to separate). Or because the husband or wife having an affair. That’s why many FAMILIES break up. maybe one of the reasons of family breake up is the wife is very secretive to his husband for all times, and lack of trust in each parties. And there’s one more if the wife didn’t respect there husband due to high salary compare to a head of the family there will be conflict. And guys lastly Jealousy is one of the big reason why there’s so many BROKEN FAMILY, but its OK if the wife understands the husband feelings and avoid the person that he’ jealous of. But if not we are guys only knows what is the next part of our lives.

Of Mice and Men on the American Dream

Of Mice and Men: The American Dream Quote #1: â€Å"I remember about the rabbits, George. â€Å"†The hell with the rabbits. That’s all you can ever remember is them rabbits. † (1. 18-19)| This is the first mention we have of the American dream. Even from the introduction, it seems Lennie is more excited than George about the prospect. George’s easy dismissal of â€Å"them rabbits† makes it seem as though he thinks the whole thing is silly. This will get more difficult as we realize that George might be as excited about the dream as Lennie; it seems he is just more cautious about that excitement, given that he’s more knowledgeable than his companion.Quote #2: â€Å"Well, we ain’t got any,† George exploded. â€Å"Whatever we ain’t got, that’s what you want. God a ‘mighty, if I was alone I could live so easy. I could go get a job an’ work, an’ no trouble. No mess at all, and when the end of the mo nth come I could take my fifty bucks and go into town and get whatever I want. Why, I could stay in a cathouse all night. I could eat any place I want, hotel or any place, and order any damn thing I could think of. An’ I could do all that every damn month. Get a gallon of whisky, or set in a pool room and play cards or shoot pool. Lennie knelt and looked over the fire at the angry George. And Lennie’s face was drawn in with terror. â€Å"An’ whatta I got,† George went on furiously. â€Å"I got you! You can’t keep a job and you lose me ever’ job I get. Jus’ keep me shovin’ all over the country all the time. † (1. 89)| George explodes at Lennie and rattles off what he imagines to be the dream-life of a travelling worker without any burdens (like Lennie). George dreams of a carefree life and is careful to emphasize that Lennie is the barrier. What George outlines for himself here is strangely predictive, given what will com e to him later in the story.Quote #3: GEORGE â€Å"O. K. Someday—we’re gonna get the jack together and we’re gonna have a little house and a couple of acres an’ a cow and some pigs and—† â€Å"An’ live off the fatta the lan’,† Lennie shouted. â€Å"An’ haverabbits. Go on, George! Tell about what we’re gonna have in the garden and about the rabbits in the cages and about the rain in the winter and the stove, and how thick the cream is on the milk like you can hardly cut it. Tell about that George. † â€Å"Why’n’t you do it yourself? You know all of it. † â€Å"No†¦you tell it. It ain’t the same if I tell it. Go on†¦George. How I get to tend the rabbits. † Well,† said George, â€Å"we’ll have a big vegetable patch and a rabbit hutch and chickens. And when it rains in the winter, we’ll just say the hell with goin’ to work, and weâ €™ll build up a fire in the stove and set around it an’ listen to the rain comin’ down on the roof—Nuts! † (1. 119-123)| This seed is one of the foundational pieces of the whole play, perhaps it’s most important. There are numerous bits to analyze in this passage, ranging from its reflection of the American Dream during the  Depression  to the fact that the dream is so repeated among the two men that even dull Lennie has memorized some of it.For our purposes, it’s very important that this talk of the farm is talked about wildly throughout the play – it seems like the farm is a dream to George, a hope for Lennie, and (eventually) even a plan for Candy. It’s especially interesting that sometimes it seems the farm is the dream that keeps them going, and sometimes it is just a reminder of the lack of usefulness of dreaming. Quote #4: Lennie watched him with wide eyes, and old Candy watched him too. Lennie said softly,  "We could live offa the fatta the lan’. † â€Å"Sure,† said George. All kin’s a vegetables in the garden, and if we want a little whisky we can sell a few eggs or something, or some milk. We’d jus’ live there. We’d belong there. There wouldn’t be no more runnin’ round the country and gettin’ fed by a Jap cook. No, sir, we’d have our own place where we belonged and not sleep in no bunk house. † (3. 202-203)| The bottom line of the dream for George is not the absence of work, or the easy living, or even having a lot of money. It is simply grounded in having some place to belong to him and Lennie and Candy.Quote #5: When Candy spoke they both jumped as though they had been caught doing something reprehensible. (3. 212)| Dreams are delicate things in the real world, and George and Lennie have always carefully kept their plan a secret. Faced with the gaze of someone from the outside world, the men seem asha med. The real world they live in would never allow or look kindly upon such a trifle as their dream, precious as it is to them. Quote #6: They fell into a silence. They looked at one another, amazed. This thing they had never really believed in was coming true. (3. 221)| On one hand, this could be amazing.On the other hand, we’re suddenly forced to ask whether the dream isn’t better off as a dream, something they can believe and imagine that’s bigger and better than any reality. One might argue that when Candy gets close to George and Lennie, he spoils the dream of the farm by making it a genuine possibility (and ironically, something that could be a disappointment), rather than an ongoing and eternal hope. Quote #7: [Crooks] hesitated. â€Å"†¦ If you †¦ guys would want a hand to work for nothing—just his keep, why I’d come an’ lend a hand. I ain’t so crippled I can’t work like a son-of-a-bitch if I want to. (4. 88) | Dreams are almost infectious. Even Crooks, whom we’ve only come to know for his not the person to believe up to now, he seems ready. It’s at this point we feel like this thing is really going to happen – or that it might just be too good to be true. Quote #8: Crooks called, â€Å"Candy! † â€Å"Huh? † † ’Member what I said about hoein’ and doin’ odd jobs? † â€Å"Yeah,† said Candy. â€Å"I remember. † â€Å"Well, jus’ forget it,† said Crooks. â€Å"I didn’ mean it. Jus’ foolin’. I wouldn’ want to go no place like that. † â€Å"Well, O. K. , if you feel like that. Goodnight. † (4. 148-153)| Crooks’s hope is broken.He can continue to live on the ranch, seemingly happy to be aloof, but we know from this episode that he stays on the farm because he has no dreams of anything better anymore. He had that dream for a moment again with the other g uys, and was quickly pulled back into the vicious world of those with no hope. When you can’t even dream, you really don’t have anything, and it seems Crooks’s lot in life is to be resigned to some pitiful nothingness. Quote #9: George said softly, â€Å"—I think I knowed from the very first. I think I knowed we’d never do her. He usta like to hear about it so much I got to thinking maybe we would. (5. 78)| Ironically, in the case of the dream farm, it is Lennie who is the main threat to the dream’s success, and it is also Lennie who makes the whole idea worthwhile. Quote #10: Lennie said, â€Å"George. † â€Å"Yeah? † â€Å"I done another bad thing. † â€Å"It don’t make no difference,† George said, and he fell silent again. (6. 34-37)| It seems now that George has given up on the dream, nothing much matters. Lennie’s â€Å"bad thing† obviously makes a huge difference, but within the fact of George’s concerns (making their dream a reality), what Lennie did or didn’t do doesn’t matter. The dream is over.

Developing the Global Dimension in Schools and in Classrooms Essay

The School The school where I carried out the research for my report is St Augustine of Canterbury Roman Catholic High School in Oldham. The pupils come from a wide variety of backgrounds including English and Irish working class, Pakistani, Indian, Black Caribbean, Black African, Travellers, Polish and pupils who are of mixed race. The religions I encountered included Roman Catholic, other Christian, Muslim and Hindu. Many of the Pupils at St Augustine’s have very limited experience of the outside world due to the poorer backgrounds that they come from. The Lessons This report is based on a series of four lessons I taught to a Year 11 Citizenship class. The topic of the lesson is the continent of Africa, problems within the continent, possible solutions to the problems and their complications. The purpose of the lessons is also to create a sense of empathy in the pupils, improve their research skills, and give them the opportunity to present their findings at the end of the unit. In the first lesson, the pupils are given a map of Africa and a list of countries. They have to use the internet to find out where the countries are situated on the map. This provokes discussion over how countries in Africa were formed and how their borders were affected by Western Colonisation and the World Wars. The second part of the lesson involves a brief discussion over some of the well known problems in Africa such as Civil War, Corruption, HIV, Poverty and Famine after which the pupils will start their own powerpoint presentation describing these. The pupils are assisted in starting this with fact sheets on HIV and AIDS in Africa and on Corruption in Africa. The second lesson focuses on Civil War in Africa. The pupils are given worksheets with the names of four countries that have faced Civil War, Rwanda, Ethiopia, Sudan and Sierra Leone and questions on the impact of war in these countries. The pupils watch a trailer for the film Hotel Rwanda which focuses on the Rwandan Genocide. There is discussion on what they have seen, which expands into related topics such as refugees before they are allowed to go on the internet and research the answers to the questions for two of the countries. The second half of the lesson is spent working on the powerpoint presentations and adding some of the facts they have researched into their own presentation. The third lesson focuses on Fairtrade in Africa. The pupils are given a worksheet asking questions about Fairtrade and shown a short video on the projector promoting and explaining what Fairtrade does for African producers. The pupils are directed to the Fairtrade website in order to answer any remaining questions on their sheet. The second half of the lesson is spent finishing off their powerpoint presentations and adding facts about Fairtrade. In the fourth lesson, the pupils present their findings to the rest of the class and discuss the issues as a class, each having the opportunity to express their opinions on the topic and the different aspects they have covered. The Focus Group What did pupils learn from the lesson and how do they feel school prepares them to be part of an ethnically and religiously diverse society? I chose 4 pupils to take part in my focus group, Jodie who was very opinionated, from a white, working class background; Priya, a Hindu, Indian girl who was more quiet but got caught up in the debate; John who is from a mixed Black Caribbean and White background; and Mlala, a boy from a West African background. Jodie felt very resentful about being â€Å"forced to take Citizenship†. She felt it was a waste of time as there is no qualification or exam to sit in this subject. She felt it was a waste of time and she had very little interest in what happened in Africa, she felt it would be more relevant to study problems occurring in the UK during Citizenship lessons. During the class discussions she was unsympathetic to the plight of refugees and had strong feelings regarding their presence in the UK and on immigration as a whole. John was of a similar opinion, he thought that Africans should â€Å"sort out their own problems†. Priya defended refugees and their need to come to this country pointing out that it is not always possible for refugees to go to the next nearest country as there may be trouble within that country as well and that if there are a lot of refugees coming from countries that are close to each other that one or two countries that are stable enough to accept refugees cannot take all of the refugees. Mlala also pointed out that some of the problems that occur in Africa are a direct result of European colonisation and war. I understand why Priya and Mlala are more reluctant to get involved in the debate. To some extent they may feel that the comments are directed at them or their friends or families. They see the issues of developing countries from a different perspective. Mlala only came to the UK in the last year and has grown up in West Africa. He and his family are immigrants themselves, he dislikes the picture painted in the media but does not want to get into direct confrontation over it. Priya was born here but has strong roots in India; she has friends and family there who she visits and who have come to live in the UK more recently. I also understand where these feelings are coming from in Jodie and John in the sense that they are growing up in working class, white households which are targeted in the media to feel that immigrants and refugees are coming to the UK and making life more difficult for them affecting housing, jobs, schooling the NHS and opinions within their families are being reflected through them. Jodie and John did appear to enjoy having the opportunity to express their opinions about issues that are highlighted in the media and discussed at home. Priya and Mlala, were more reluctant to talk about the issue, I believe they may have felt uncomfortable at times about some of the issues raised and the strength of other peoples opinions, however as the debate went on they were motivated to speak to get across their own different points of view. My Reflections I felt at the end of the lessons and the focus group that something had been achieved in the sense that Jodie and John’s opinions appeared to soften and they had learned some facts that they were previously unaware of. Priya and Mlala, I hope came out of it mor confident for speaking their minds and making their opinions known. I feel that the lessons were a success in the sense that they created a framework for debate and got the pupils thinking about these issues instead of just accepting what they read in the Tabloids and hear from the people around them. When I prepared the lessons I had to stick within the framework of the the topic for problems within Africa but I feel it would be good to have the opportunity to use the topic of Africa to challenge peoples’ preconceptions of the continent and the people, perhaps by focussing on the more positive aspects of Africa in order to give the pupils a more balanced viewpoint.

Individual IMC Campaign Proposal Essay Example | Topics and Well Written Essays - 2000 words

Individual IMC Campaign Proposal - Essay Example Despite its essential services to the community, the organisation lacks popularity with the general public. The Integrated Marketing Communication campaign proposal seeks to address some of these problems and offer a tangible solution. The core objectives of this campaign are to advance the organization’s monetary donation, increase the number of its clients, advance public awareness and increase the number of volunteers. The organization also seeks to improve its online services. The integrated marketing proposal aims at the identification and execution of cooperative objectives, marketing communication objectives and the organisation marketing objectives. The selection of the most effective marcomm tools in integrated marketing proposal is necessary and demanding as it reduces the resources and time required in popularising an organisation. The integrated marketing communication proposal will also incorporate the contextual analysis, background information, marketing communi cation objectives, marketing communication strategy, communication methods, most effective marcomm tools, positioning, media, campaign message, scheduling, resources, evaluation and control. Table of Contents Executive summary 1 Table of Contents 2 Background Information 3 Communication Methods 7 Message 7 Positioning 7 Media 9 Scheduling 9 Budget 11 Budget Breakdown 11 Control and Evaluation 12 To assess the achievement of the integrated marketing communication plan, the organization is planning to evaluate each objective on its own merit. The organization is as a result proposing to use daily assessments on the clients served, volunteer hours, and cash intakes to evaluate the organization’s monetary and non-monetary revenues. The managers are expected to fill the daily assessment form for evaluation and analyses by the stakeholders. The data will be compiled at the end of each month. The organization will also use survey method to evaluate the development in public awarenes s. In this strategy, the organisation intends to use previous survey report as the main baseline for the evaluation. The plan will be rated as effective if the organisation’s popularity is rated to be at least 17 % higher than the previous number. The organizers will compare and contrast the current data with the previous data to examine the success of the plan. 12 Members of the public will be given a questionnaire to fill some questions regarding the organisation’s goals and objectives. To mitigate the possibilities of printing errors and the cost of distribution, the organization will rely on online services in the analysis of the public awareness progress. The organization will also employ online services to evaluate the effectiveness of the media coverage and social media services. Online clients will be served with online questionnaires to examine their satisfaction with the organisation service delivery. In addition, the organization is intending to use Google A nalytic Free Service to collect and evaluate its post website developments. The core aim of these evaluation measures is to evaluate the success of the plan and offer the most effective improvement recommendations. 12 References 14 Background Information The core aim of having a comprehensive integrated marketing communication International Women’

Motivation and Management (Argentina Suites) Essay

Motivation and Management (Argentina Suites) - Essay Example ew of the case indicates that the primary cultural and social institutional challenges/problems confronting Argentina Suites is the absence of an organisational culture, as would promote both organisational commitment and ethical behaviors among employees, and a leadership vacuum. Arguing that Argentina Suites’ problem primarily stems from the absence, or nature of its organisational culture, necessitates the definition of the latter and an explanation of its importance. The concept of organizational culture is of singular importance within organizational framework, insofar as it embraces and articulates specific organization’s unique set of ethos. That ethos is the primary force shaping and directing the level of formality operative within an organization; the degree of loyalty employees exhibit towards it; and the ethical standards and behavioural norms that supposedly guide the actions of employees. Indeed, as MacMohan and Harvey (2007) contend, an organization’s culture simultaneously functions as the foundations upon which employees base their behavior and the environment within which organisational commitment and loyalty are born. As such, it is the framework within which an organisation’s social and institutional characteris tics are defined and, accordingly, can function to either motivate organisational success or determine failure (MacMohan and Harvey, 2007). In direct reference to Argentina Suites, the absence of an organisational culture is evident in the behavior of employees. Irrespective of the fact that the majority cannot seem to articulate the requirements and responsibilities of their job, the fact is that they do not even adhere to those responsibilities which they know to be an integral part of their job description. Hence, the front of the hotel is often left unattended and employees regularly leave their posts. Added to that, employee behaviors and decisions have, on occasions, been incontrovertibly unethical and have, as

The theme of the story The Curse by Andre Dubus Essay

The theme of the story The Curse by Andre Dubus - Essay Example Mitchell Hayes is a forty-nine year old bartender who unexpectedly confronts an unfortunate event one evening right before closing. He is the stepfather of a teenage boy and girl. Five men arrive on motorcycles and order beers. Mitchell believes that they used drugs. Now one young woman comes to the bar to buy cigarettes and asks Mitchell for change. All of a sudden the bikers attack the woman and rape her brutally on the floor. Mitchell takes no action until the brutes leave the scene. He now approaches the woman and tries to comfort her. He now calls the police and his manager Bob. Mitchell is familiar with the police officer Smitty, for they were classmates in high school. Mitchell confesses that he could have done something to stop the crime. However, Smitty says that if he had intervened, he too would have been attacked by the thugs. Mitchell arrives home with a guilty mind. He tells his wife Susan what happened at the bar, and shares his thoughts with her. Susan also tells him that he has acted wisely by not responding to the criminals all by himself. However, their words do not pacify his soul as he believes that his nonresponsive was a sin. Mitchell is affected by guilty conscience despite his friend’s suggestion that intervention was the duty of police. He is â€Å"fatigue beyond relieving by rest, by sleep† after the incident (Dubus). The writer throws light on the rotten cultural facet of the US society and invites his readers to ponder the ethical parameters they have set. Mitchell represents the common man having tender feelings and compassion to his fellow creatures, but who at the same time is constrained by external pressures. The rapists symbolize male chauvinism and discrimination that are prevalent in every sphere of social life in the United States. Realism is the main feature of Dubus’ story. He deploys third person narration for the major part of the story with intent to give more

Analysis of Nursing Leadership Term Paper Example | Topics and Well Written Essays - 1750 words

Analysis of Nursing Leadership - Term Paper Example Transformational leadership occurs when a leader put the interests of his employees first without overlooking the consciousness and recognition of the purpose and mission of the group. It also encompasses a leader who encourages employees to look beyond self interest but instead prioritize organizational goals. In doing so together, dedication and finely tuned capacity of the organization will lead to increased overall productivity. The so called transformational leader focuses on raising people from low level of need to, considered to be needed to survive state, to high level. They not only encourage their people to transcend their personal interests for other collective purpose, but also help them achieve a many personal needs as well. Transformational leaders are known to foster conviction, gratitude, commitment and respect amongst their followers. This calls for the leaders to perceive their followers or staff as whole people but not just as employee. This has made it possible fo r both the leaders and their followers raising each others ethics and motivations to levels which could not have been possible. Understanding of a transformational leader can be best through the outcomes. ... It is done by heightening follower’s keenness to environmental variations and challenges. For the case of a hospital, involving other stakeholders to give their mind on the services will be a better tool for gauging the success of this institution. Inspiration speeches given by transformational leaders to their followers makes them look forward to a new and better future. This needs ideological perception rather than just economical terms. This can be achieved by involving the whole staff in shaping and reshaping the hospitals strategic plan on a habitual basis. Surveillance on the staff in order to establish their needs will be advantageous to the workers as this makes them perform their duties with minimal destruction. Achievement of shared vision will be realized through coaching offered by transformational leaders. Working with a transformational leader instills sense of urgency. Collaboration need to be advocated for and self esteem be promoted. The existing environment h as to be one which is conducive for knowhow creation and sharing. Leaders who recognize their followers based on the achievement instill self confidence amongst their followers which helps in improving the overall productivity. Incorporating change into the system goes along way in encouraging hard work amongst followers or staff. This can be done through monitoring advancement, changing evaluation and prize systems, and hiring employees with an obligation of collaboration. For the case of working without a transformational leader, all the above mentioned privileges will not be enjoyed by the workers. Prospects of growth that are linked with the efforts of transformational leaders will never be achieved in their absence. The overall productivity of the

Student's Analysis on Goodyear Tire and Rubber Company Essay

Student's Analysis on Goodyear Tire and Rubber Company - Essay Example Reconsidering the retail of Goodyear tires by Sears also meant that Goodyear has to review their distribution policy. Goodyear now faces several problems and a few dilemmas. Should we allow Sears to retail our products Should we only license them to market the Eagle brand Which brands, and how many should we allow Sears to carry Distribution through Sears would definitely increase the sales of passenger replacement tires of Goodyear. But what would the repercussions of this be on the company-owned and franchised Goodyear tire dealers How much loss would they incur The replacement tire market is responsible for 70 to 75 percent of tires sold every year. Passenger car tires are 75 percent of annual sales. The average mile driven per vehicle affects the principal demand for this market. Each 100 mile shift in the average number of miles traveled per vehicle there is a result of 1 million unit change in the sales of the replacement car tire market, and this is supposing that a tire has an average treadlife of 25,000 to 30,000 miles. Because of the longer treadlife of new tires, worldwide unit shipments have remarkably decreased. In 1987, a total of 204.8 million tires were sold. Of these, 151.9 were replacement tires. The following year (1988), a total of 209.4 tires were sold and 155.3 million of these were replacement. There was a decline of sales in 1989: only 205.1 million tires in total were sold and 153.8 million were replacement tires. It further declined in 1990 with only 199.5 million tires in total; of these were 152.3 million replacement cars. It did, however, increase the following year (1991) out of the 205.3 million tires sold, 155.4 million were replacement tires (Peterson and Kerin, 2007). Retail Tire Marketing Independent tire dealers normally carry brands of several major manufacturers and some discount-priced private label brands. This is to offer buyers a wide range of choices. It is usually more advantageous for manufacturers to have a broad product line to appeal to different customers with different vehicular requirements, and price affordabilities. Sears, for instance, usually carries manufacturer's brand tires and markets their own private-label tires. Most buyers buy from the retail store that they trust, and only a few really know about which tires are best. Most just follow the advice of the storeowners or salespersons that they usually do business with. For these reasons, Goodyear is considering the offer of Sears to retail their Eagle products. Goodyear Tire and Rubber Company The principal activity of the company is to develop, manufacture, market, and distribute tires and rubber products. Goodyear has maintained the leading market-share in the U.S. replacement tire market. This is until Michelin acquired Goodrich Tire Company, the second largest U.S. tire manufacturer in late 1990. 83 percent of Goodyear's corporate sales were composed of tire and tire tubes in 1991. Along with this, the company also owns Kelly-Springfield Tire Company, Lee Tire and Rubber Company, and Delta Tire. And in addition, Goodyear also produces private-label tires. 20 to 25 percent of the world's tire manufacturing industry, and in the U.S. tire industry,