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

History of Planning - Essay Example (National Planning Policy Framework), lodging system and Localism Act were acquainted driving with more consistence with natural equity, accessibility of government motivations for home organizers and developers (Bryson and Bryson, 2004). Common War and the ensuing mechanical upheaval came about to changes in U.S settlement and other social viewpoints. New advancements rose and prompted development of businesses, enormous urban areas, and heightening in mechanical specialists. Disparagingly, urban areas developed with dainty arranging. Decisions in regards to development and land use were in the possession of manufacturers, designers, singular landowners who were out to make tremendous benefits and therefore left minimal open space for extension. Ecological debasement upsurged while engineers just centered around monetary improvement to the detriment of the presence of a feasible situation. By the end of the wilderness a novel American culture had been made. Americans got ingenious, set up quality and rough independence that supported vote based system. Rather than capitulating to urban issues in the tricky urban areas, the poor considered moving toward the west which they saw to be protected. Individuals began living near nature and clean it of civilization’s debasement (Bryson and Bryson, 2004). The primitive wild inauspiciously improved. Because of expanded land request, Americans intended to investigate the internet and space and John F. Kennedy was resolved to determine the arranging issues confronting Americans while pioneers, for example, Chief Joseph, Crazy Horse, Sitting Bull and Geronimo strived to oppose such changes. Cases over the best arranging and use of land have consistently existed. For example, on account of Village of Euclid v. Ambler Realty Co, Euclid detailed a zoning statute that partitioned the land into areas that should have been utilized for specific purposes (Bryson and Bryson, 2004). While Euclid reserved the privilege to control and utilize the property, it damaged Ambler’s fourteenth Amendment arrangement

Formative assessment Essay

â€Å"We utilize the general term appraisal to allude to every one of those exercises embraced by instructors †and by their understudies in surveying themselves †that give data to be utilized as criticism to change educating and learning exercises. Such appraisal becomes developmental evaluation when the proof is really used to adjust the educating to meet understudy needs†. Dark, P. and Wiliam, D. The motivation behind the instructive procedure center around students’ learning, and when understudies use what has been educated, all things considered, circumstances, at that point it very well may be said that the understudies are learning and that the goal is being accomplished. In any case, can a test decide this in a homeroom? Would i be able to express that my understudies are learning dependent on a different decision test toward the finish of a unit? The appropriate responses of these inquiries may shift as indicated by the kind of showing technique an individual employments. On the off chance that this individual uses a conventional instructing strategy that solitary looks for learners’ information gathering, at that point the person could state â€Å"yes†. In any case, as circumstances are different and the manners by which individuals imagine the instructive procedure have changed as well, I consider that it is important to repeat the manner by which understudies are surveyed and center more around students’ execution so as to advance learning and include them in their own learning procedure using developmental appraisal as opposed to conventional or summative evaluation whose point lies on testing information. Along these lines, if an understudy steps through an examination and when he gets his score as far as numbers or letters and he sees an awful evaluation, it can give him a negative passionate effect that could demoralize him from keeping learning, and whenever he steps through an exam he will do it only for getting a decent score. All in all, How about learning? Did it occur? In this circumstance my answer is a definitely no! For the reasons above, it is imperative to apply an alternate evaluation with a developmental capacity that as indicated by Nicol and Macfarlane-Dick (2005) guides learning by creating input data that is good for understudies and to educators. Input on execution, in class or on assignments, encourages understudies to rebuild their getting/abilities and manufacture all the more influential thoughts and capacities. This sort of evaluation is called Formative appraisal. With this type of appraisal, instructors focus more on the how understudies realize and what they have to realize. Consequently, in this kind of evaluation it isn't just fill in the holes with the right words or match the sentences with the right answer and you will get 5 focuses or a phenomenal evaluation, however let’s do this venture, let’s do this undertaking, by what means will you take care of this issue? What's your opinion about this? Also, some different exercises where understudies can learn by doing. Yet, generally significant of all, is that understudies get a positive criticism about what to improve and change, to have a superior presentation in the up and coming assignments. As Shepard, (2008) states, what makes developmental evaluation developmental is that it is quickly used to make modifications in order to shape new learning† Through the utilization of developmental appraisal understudies comprehend their own learning and create fitting procedures for figuring out how to learn, likewise they manufacture abilities for peer †and self-appraisal, and they get effectively engaged with their own learning procedure instead of only retaining data as in a customary or summative evaluation. Mulling over everything, it is my conclusion that educators center more around students’ execution through the utilization developmental evaluation, so students can build up the examples of contemplations they have to accomplish and know about their learning objectives, and as understudies push ahead in their learning, they can utilize individual information to develop importance, have abilities of self-observing to understand that they don’t get something, and have methods of choosing what to do straightaway. Baron, Lorna. (2003). REFERENCES Black, P. and Wiliam, D. (1998). Inside the Black Box: Raising principles through study hall evaluation, King’s College, London. Duke, Lorna. (2003). Evaluation As Learning: Using study hall appraisal to augment understudy learning. Specialists in appraisal arrangement, Corwin Press Inc. , Thousand Oaks, California. Nicol, David; Macfarlane-Dick, Debra (2005). Reconsidering Formative Assessment in HE: a hypothetical model and seven standards of good criticism practice. Quality Assurance Agency for Higher Education. Shepard, Lorrie A. 2005. The Future of Assessment: Shaping Teaching and Learning, New York.

But What Are They Really Looking For

But What Are They Really Looking For Last week I started working at the MIT Alumni Association. It was difficult to leave my job in admissions since I have really enjoyed working with my admissions colleagues and the incredible alumni who interview our prospective students. The transition happened quickly and I didn’t have time to think about all the things I would miss about my old job but now those things are becoming clear to me. This time of year my life has long been full of finding out about the lives of those who are applying to MIT and it has been absolutely fascinating. It was also very fulfilling when I got to see applicants admitted and then watch them become a part of our community as students. My new office is far off the infinite corridor so while I don’t have to navigate the crush of people during passing time I also don’t get to randomly see students I know in the hall. I also miss walking up the steps to Lobby 7 every morning. That was a habit that started for me when I was a freshman and when I came to work at MIT it became a part of my daily routine once again. I have always viewed this ritual as a moment to be thoughtful and appreciative about what opportunities being connected to MIT has provided for me. But most of all, I miss talking to each of you! I loved giving admissions information sessions (both at MIT and on the road) and have been known to tear up a bit on occasion when I get to a story that has special significance to me. I believe MIT is an amazing place and having the chance to discuss what, to me, makes it special with potential applicants and their parents was one of my favorite parts of the job. If you have ever been to one of my sessions you probably also figured out that I love to give advice…both on what you should say on the application, but also how you should approach this whole process. Since I won’t be giving those sessions anymore I decided I might as well share my advice here for those who won’t get to hear it in the months ahead. Here are a handful of tips I have for anyone who applies to college (MIT or otherwise): Be yourself: Students spend so much time trying to figure out what admissions officers are looking for and it is the most common question we are asked. Don’t worry about what we want to see in your application. Instead make certain you have thought through what are the most important things for admissions offices to know about you. If it helps, make a list before you start and then make certain those things are in your application before you hit “submit”. There is no single path: There really is no one perfect school for anyone! You will probably like some more than others at various times, but if you apply to a school be prepared to spend four years there as it may be where you will go. Also make certain you apply to a number of different schools. The chance of getting into any single school is quite small so you have to have a full list of options and they should all be choices that make sense for who you are and who you want to be. Embrace your choice: Once you have the list of schools to which you have been admitted, forget about those you didn’t get into and pick the one you feel is the best choice for you. Not being admitted to a school does not mean you are not amazing! None of us have enough space to admit all the students we would like to admit so we make tough choices. That means we don’t admit a lot of great students and it is our loss but the decisions won’t change. As hard as it will be you must move on and should make the most of the school you do go to. College will be what you make of it, no matter what school you attend. Don’t forget to breathe…often: Applying to college is so much more difficult and confusing than it was when I did it. It may be the most difficult thing you have ever done and it is tough on your parents and family members as well. Parents are used to helping you navigate obstacles in your life and in this process there isn’t much they can do to help beyond reading your application and reminding you about deadlines. The more you are stressed in this process, the more those around you will be stressed. While it makes me sad that I won’t get to deliver this advice to you in person anymore I still will greet each new class at MIT with excitement. I know that I’ll get to see them not just be a part of our undergraduate community but also become part of the alumni community when they graduate. While MIT is a special place for me, the school you ultimately attend will be special for you as that is the way it works. In the end if you pick the school that you are admitted to that feels like “home” and make the most of the opportunities available to you there you will be at the best college for you, and isn’t that the best possible result?

Life Altering Events That A Woman Can Ever Experience

â€Å"Stop living in the past, when you are pregnant†. Introduction: â€Å"Pregnancy is one of the most powerful creations and miracle. It is one of the most beautiful and significantly life altering events that a woman can ever experience† (Elisabeth Hasselbeck). Much research is being done to determine both the myths and reality related to pregnancy. This paper shows that there are some myths related to pregnancy coming from old wives, regarding diet such as what to eat or not to eat, exercise, stress, medication. Moreover, there are misbelieves related to prediction of baby’s sex as well. Some major myths related to pregnancy are as following: †¢ Diet †¢ Exercise †¢ Prescription and medication †¢ Expectations †¢ Stress 1. â€Å"All over the world,†¦show more content†¦2. â€Å"Even though pregnancy is typically a happy time, its still very common for expecting moms to struggle with prescriptions and medications to deal with depression and other conditions†: â€Å"Medication is taken as optional or is least adopted as a treatment regimen in case of maternal depression. One of the other hand, it is adopted in the case of gestational diabetes. Old wives believe that medication should not be taken during gestation and that the emotions are simply a natural part of pregnancy. It is also an emerging issue concerned to drug interaction in few selective cases such as women on antidepressants or drugs in their pre-pregnancy state† (Macdonald, 2015). Pregnant women who took antidepressant that causes infant heart problems. â€Å"A prominent study linked selective serotonin reuptake inhibitors (SSRIs), a commonly prescribed type of antidepressant, to a rare heart and lung condition called persistent pulmonary hypertension of the newborn (PPHN). In addition, another study connected the drugs to congenital heart defects† (Moninger, n.d). 3. â€Å"Although exercise is good for health but there is stigma related to various exercises among pregnant women. Some woman believe that exercise will maintain their muscle strength whereas others avoid exercise due to its bad impact on the baby†: Some pregnant women should avoid exercise, researches shows that it could affect baby’s heart rate and development of brain. Supine exercises are theShow MoreRelatedLife Changing Moments700 Words   |  3 PagesLife is like a box of chocolates; you never know what youre going to get. (Forrest Gump). 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It changed the whole emotion of the pictureRead MoreEffects Of Social Media Bad Essay1078 Words   |  5 PagesIs Social Media Bad? While analyzing the effects of social media, the negatives may outweigh the positives. The reason for this can be found right in front of our faces. Today’s society lacks the basic human social skills, and is unable to carry on a conversation without looking at their phones. Insecurity, addiction, and social skills all play an important role in the effects of social media. Those from the Millennial and Generation Z are commonly known as the age of introverts. These individualsRead More The Evil of Colonialism and Imperialism in Heart of Darkness by Joseph Conrad1559 Words   |  7 PagesConrads novella, Heart of Darkness, describes a life-altering journey that the protagonist, Marlow, experiences in the African Congo.   The story explores the historical period of colonialism in Africa to exemplify Marlows struggles. Joseph Conrads Heart of Darkness is most often read as an attack upon colonialism.   Marlow, like other Europeans of his time, is brought up to believe certain things about colonialism, but his views change as he experiences the effects of colonialism first hand. This essayRead MoreIt’S The Tale As Old As Time, The Monster That Lurks Within1335 Words   |  6 PagesI surpassed these events, there was always something lurking around the corner: move in day, finding the right roommate, and the anticipation of how my classless wou ld be. There was always an event that would cause this angst inside, and since the future can’t be revealed until it has been lived, the anxiety would never fully disappear. It would seep in and out as I passed each obstacle. Thus no matter how much I found to escape, or how rattled I became because of these events, I could never fully

Smart Phones And Class Rooms - 1464 Words

Alphonsine Sabiyumva English 12 9/04/2014 Smart Phones in Class Rooms One of the worst massacre murders to ever occur in an American High School building was the 1999 shooting rampage at Columbine High school in Littleton Colorado. There were 12 students and one teacher who lost their lives because of this incident. Some schools across the country made new policies to allow students to carry cell phones as a means to feel safe. After this incident however, there were schools that continue to ban them. Those schools that don’t allow cell phones feel they cause distractions in class and can be used to cheat on a tests. Although there is a risk of students cheating in the class due to cell phones, some schools have let their students use†¦show more content†¦Imagine if these students that were murdered were in the same class rooms that we are In; or another student parents that goes to ; they didn’t have a cell phone to be able to call their parents to tell me them what is happening and to contact the emergency room. Their parents could get very worried and don’t have a chance to talk to their child since they don’t have cell phones. In today’s world there is a lot of students that bully others or get in many fights, when that happens a lot of students do not have cell phone to be able to call for help or able to contact their parents, or another teacher for help or call the police for help. Another major reason that students should be able to their cell phone in a class room was in of 1929, the St. Valentine massacre happened in Chicago IL. The massacre was the worse gang related killing that’s ever recorded, the victims that were a part of the massacre was young children. Majority of secondary schools has a lot of gang violence going on. So it cause schools to go on lock downs due to things that have happened around the school. So, for the student’s safety, just in case the school goes on lock frag down. Their parents would need to know. So the students could just call or text their parents and tell them what’s going on. Imagine if one of the students from our district was around the re and he are she don’t have a cell to contact somebody are if that massacre takes a place on a

Advanced Forensics vs Traditional Investigation Free Essays

Technology has allowed our world to become much more advanced. This was never truer than in the field of forensic science. There was a time where the only evidence introduced at trials was the murder weapon and the testimony of an eyewitness. We will write a custom essay sample on Advanced Forensics vs Traditional Investigation or any similar topic only for you Order Now Now we have DNA, hair, fiber, and soil samples to analyze. We rely on forensics when decomposed bodies or skeletal remains are found to provide an identity and a cause and time of death. The field of Criminalistics has definitely come a long way from just questioning suspects but this still remains a critical part of any investigation. It can be said that forensic science provides amazing answers but the results can never have 100% certainty due to human error. Traditional investigative methods must go hand in hand with forensic analysis in the process of ensuring that all possible evidence is acquired and a jury has proper information to make a fair decision. Forensic evidence provides many answers to questions that would otherwise remain a mystery. We can take the example of forensic anthropology, or the study of human remains. Sometimes the remains are skeletal or so badly decomposed that it is impossible to even identify the victim until an examination is done by a forensic anthropologist. As we learned in chapter 1 of our text, studying remains as well as the insects and soil found in and around a human body can determine a time and cause of death. This is important information useful in finding and convicting a suspect. Every case is different, but evidence is always required to prove guilt. Forensic science has become so evolved that traditional methods might be seen as out dated; this shouldn’t be the case. Interrogating a suspect should be just as important as submitting a DNA sample. No case should rely solely on one or the other. If we consider some of the cases from the past we can see how important it is to have a good combination of both. In the Wayne Williams case there was a huge amount of fiber evidence linking him to 12 different victims; however fiber evidence is only good when you have a source to match it to (Saferstein, 2007). If the Atlanta P. D. had not set up a surveillance team the night he allegedly dumped a body into the river, this case might remain unsolved. An old fashioned stake-out provided a big break for this case. The Manson case is another high profile case that relied heavily on eyewitnesses and informants as opposed to forensics (Bugliosi, N. D. ). In this case the prosecution was able to prove through witness testimony that Charles Manson had almost complete control of his followers. Unfortunately juries do place a lot of credibility on forensic evidence which might be a cause of the â€Å"CSI effect† (Robbers, 2006). The CSI show has captivated so many people with its unrealistic techniques of solving crimes in less than 60 minutes. Society has embraced its popularity and has come to expect something similar when they land in the jury box. Jurors should not base their decision solely on the fact that they have a forensic scientist confirming a DNA sample match with the suspect. Let’s not forget that the scientist making this analysis is human and susceptible to commit errors whether intentional or unintentional. . In recent years many lab scandals have been uncovered from innocent unknowing mistakes to faking tests results. I had come across the story of Mariem Megalla, a forensic scientist who is accused of falsifying evidence she tested. She is accused of labeling a sample of a suspected drug as positive when it had actually come back with a negative test result (Mangan, 2010). Rather than having it retested, she removed the label off of a positive sample and placed it on the negative sample. Because of scandals similar to this the Justice for All Act of 2004 was created. This did require strict guidelines, frequent audits and more oversight in forensic labs but this still does not guarantee a mistake proof result every single time. Jurors must always keep this in mind when deciding how much weight to put on any type of forensic science evidence. How to cite Advanced Forensics vs Traditional Investigation, Essay examples

Outdorr vs Indoor Games Essay Example

Outdorr vs Indoor Games Essay Outdoor Games vs Video Games September 15, 2009 by freelancewriter4u How outdoor games can help your child Remember the days when you were a child. What did you mostly do when not studying? Of course you would be playing outdoor games. The list of the outdoor games that we used to play is unlimited. There are many games that we used to play as a child. Most of these games are outdoor games and can be played only with a group of other children. Apart from just drenching in sweat, these outdoor games taught us a few things too. The very first thing the children learns from outdoor games is to be a good team player, to set up a target and try to achieve it. The child also gets a chance to prove being the star player of the team, one who takes the team to victory in most instances. This helps to develop some leadership skills in the child. Apart from that, outdoor games helps in increasing the stamina and endurance of the child. This is because all the outdoor games require a lot of physical activity. This means that the outdoor games help the child to develop his overall personality. We will write a custom essay sample on Outdorr vs Indoor Games specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Outdorr vs Indoor Games specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Outdorr vs Indoor Games specifically for you FOR ONLY $16.38 $13.9/page Hire Writer You can get more knowledge playing football in the ground than reading it in the books. Today’s children are different from the children of previous generations. They are more interested in playing video games or sitting hours on the play stations than in playing outdoor games. They are more technology oriented. It is really amazing that the age of the child does not matter at all while playing these games. No matter how young the child is he knows everything about the features of computer and mobile phones but do not know team work due to lack of outdoor games play. The hundreds of channels on television and internet have helped to increase the I. Q level of the children. This has made children much more organized and mature than in our times. But every coin has an other side. These gadgets are addicting. They have made the children so much addicted to PC and PS that they do not enjoy the outdoor games anymore. The fact is that even the parents of these children prefer them playing indoors under the air conditioner instead of playing outdoor games and getting dirty. The problem is that this makes the children introvert as they have no interaction with the other children. This is the main reason why they do not know about being a team player anymore. They lack the stamina and strength of the previous generations. The children of today are mentally active. They are not physically active. We are depriving the child from developing his personality. This is the main reason why these children grow up to become shy and introvert instead of being bold and extrovert.

The Biography of Florence Nightingale Essays

The Biography of Florence Nightingale Essays The Biography of Florence Nightingale Paper The Biography of Florence Nightingale Paper Essay Topic: Blankets Florence Nightingale helped make hospitals cleaner and more efficient, she helped make nursing an important, respected profession, and helped change the world around her into a better, more caring place. Would you like to be in a dirty, smelly hospital with fleas and rats? Would you want to have a nurse care for you who knows nothing about diseases or nursing? Well that’s the way it would beif it wasn’t for a woman pioneer set out to improve hospital conditions. That woman was Florence Nightingale. Florence Nightingale was born on May 12, 1820, in Florence, Italy. She was named after the city that she was born in. Her mother loved gaiety, and Florence, Italy had the reputation of being the gayest city in Europe. Florence had a sister named Parthenope who was born one year prior to Florence’s birth. She was born in Naples, Italy. Parthenope was also named after the city she was born in. Parthenope is Greek for Naples. Florence and Parthenope were seldom called by their full names. Florence was called Flo, and Parthenope was called Parthe or just Pop. Florence and Parthenope’s parents were Fanny and William Nightingale. They were both from England. Her father was a Unitarian and a Whig who was involved in the anti-slavery movement. As a child, Florence was very close to her father, who without a son, treated her as his friend and companion. Florences mother, Fanny Nightingale, also came from a Unitarian family. Both Florence and Parthenope were born while they were on vacation in Italy. The Nightingales were a very rich and wealthy family. Flo and Pop grew up with a very privileged childhood. They had many gardens to play in, ponies to ride, and numerous cats, dogs, and birds to take care of. They lived in a large house in a town called Derbyshire, near London. They called it Embley Park. They also had a summer home that they called Lea Hurst. Even with all of this, Flo was not happy. Flo was not an ordinary child. She was not naughty like every other child. Instead, she was passionate, loving, strong-headed, and miserable. She craved sympathy. She was a very cryptic child. Florence thought that she was not like other people. She was scared that other children might discover her secret. Florence was not happy living the rich life that she was. She was always in discontent. To escape from this, she day-dreamed all of the time. Florence was very pretty like her mother. She had a very vivid and active imagination. She would day dream all of the time. She imagined herself as a monster and as a great heroine. Flo and Pop were educated by their father. Their education was very thorough and classical. Florence was very smart, and was especially good at math. Besides the fact that she loved to daydream, Florence loved to write. She was always writing in her diary. When her diary was not with her, she wrote on small scraps of papers or anything that she could get her hands on to write down her thoughts! On February 7, 1837, when Florence was 17, she wrote, God spoke to me and called me to His service. She had no idea what this service might be. God’s call to her was ambiguous, but she did know that she was to do something. Many men liked Florence, and the man that she liked had asked her to marry him. She turned him down, as she did many others, because she did not want to live her life like her mother lived hers. If she were to marry that man, she would have had to spend her time making society and arranging domestic things. Her mother was very upset with her decision to turn him down. She was always looking for a husband for Flo. Early on in her life, Florence knew that she was not an ordinary person. She wanted to do something that would make a difference. In the 1840s, people in England were hungry. It was a very hard time for them. Prisons and hospitals were overcrowded and dirty. During this time, Florence brought food to the hungry, medicine to the sick, and clothing to the cold and naked. In 1844 Florence was twenty four years old. She decided that her calling was to work in a hospital. She was to help other people by being a nurse. She wrote in her diary that it was God’s work for me. When Florence told her parents her plans to become a nurse, they were horrified because nursing was associated with working class women. They would not let Florence carry out her calling. Hospitals then were very dirty and smelly. To relive their pain, many patients drank whiskey. Some of the nurses drank whiskey along with the injured and sick soldiers. The nurses then didn’t know much about disease. There were close to no servants to cook and clean the hospitals. Because her parents didn’t approve of her plans, Florence was devastated. She became depressed because she could not do what God wanted her to do. She hardly slept. She lost weight. On December 5, 1845, in her diary, Florence wrote, I am dust and nothing†¦This morning I felt my soul would pass away in tears. Florence became very sick. In all of this Florence was determined to carry out God’s wish and didn’t give up hope. In 1849 her parents allowed her to go abroad and study the European hospital system. In 1850 she began training in nursing at the Institute of Saint Vincent de Paul in Alexandria, Egypt. In June of the year 1851 Florence’s parents allowed her to go to nursing school. She was thirty one years old, and she was finally carrying out her calling. The school that she went to to learn nursing was in Kaiserswerth, Germany. It was called the Institute for Protestant Deaconesses. She was on her way to fulfilling God’s will for her. Early in the year 1853 Florence went to Paris, France. She visited hospitals and watched doctors at work so that she could learn first-hand what it was like and what she must do. Late that same year Florence was made the superintendent of The Institution for the Care of Sick Gentlewomen. It was just a small women’s hospital in London, but a big step for Florence. Florence always made certain that the hospitals were clean, and she allowed anybody to come to the hospital that needed care, not just the members of the Church of England. England joined the Crimean was against Russia in 1854. There were not enough hospital beds or doctors for the injured and sick soldiers. On October 15, 1854, the Secretary At War asked Florence Nightingale to choose a group of nurses and take them to Crimea to help with the sick and wounded soldiers. Florence was happy to take on the task and within one week, Florence and her fleet of thirty eight nurses were on their way. When Florence arrived in Scutari, Turkey, she was shocked. She had never before seen such an unkempt hospital. The hospital was swarming with fleas, and rats were scurrying everywhere. Since there were not enough beds to accommodate all of the injured and sick soldiers, they were lined up in the beds and on the floor. The men were kept in rooms without blankets or decent food. The soldiers remained unwashed and still in their dirty, bloody uniforms. In these conditions, it was not surprising that in army hospitals, war wounds only accounted for one death in six. Diseases such as typhus, cholera and dysentery were the main reasons why the death-rate was so high amongst wounded soldiers. Military officers and doctors objected to Nightingales views on reforming military hospitals. They interpreted her comments as an attack on them, and she was made to feel unwelcome. Florence received very little help from the military until she used her contacts at The Times to report details of the way that the British Army treated its wounded soldiers. Nightingale was given the task of organizing the barracks hospital after the battle of Anchorman. Florence and the other nurses cleaned the hospital, prepared better food, and cared for the sick. They turned the hospital around, and they even built another one. Florence cared for the wounded soldiers so much that every night she carried a lantern and walked from bed to bed for hours. She wanted to make sure the soldiers were comfortable. Because of this, the soldiers started calling Florence The Lady with the Lamp. They always looked forward to her visits. As she passed their beds, and her shadow fell across the walls, some soldiers reached out to kiss it. They were very thankful that Florence had come to help them. Because of Florence and the other nurses, the mortality rate among the sick and the wounded was greatly reduced. Sometimes, Florence worked straight through the night and didn’t sleep. She worked very hard to make others happy. Because of all of her hard work, she became sick herself in May, 1855. She was near death for two weeks. Fortunately, within a few months she recovered and was back to work. The people back in England were very proud of Florence. In a letter that Parthenope wrote to Florence, she said, The people love you. Poems and songs were written about her. Babies were named Florence in her honor. Money was collected for a fund called the Nightingale Fund. A lot of the money was donated by thankful soldiers. Later, Florence used the money to set up a school for nurses. In March, 1856 the Crimean War ended, and Florence could return home. A parade and many other celebrations were planned for her return to honor her. Because so many people had died in the war, Florence didn’t feel like celebrating. She came home quietly and refused to make a show of herself. When she returned, Florence was thirty six years old. She was still a young woman, but her past illnesses had left her weak. She became very sick again in 1857. She was ill yet again in 1861. From then on, she stayed at home most of the time and worked there. She worked on writing. She was happy because she was surrounded by the things she loved: papers, notebooks, and many cats. Queen Victoria admired Florence a great deal. She supported Florence’s push for improved medical care for the British soldiers. Because of this, a Royal Commission was started. Florence gave the commission a 1,000 page report. It was called Notes on Matters Affecting the Health, Efficiency, and Hospital Administration of the British Army. As a result of her work, the living conditions and medical care given to British soldiers were greatly improved. Because Florence stayed at home most of the time, she was able to write many books. In 1859, two of her books were published. They were Notes on Nursing and Notes on Hospitals. Her book, Notes on Nursing, was the first textbook for nurses, which was translated into many languages. In 1861, Florence Nightingale advised the United States Secretary of War on setting up army hospitals for those injured in the American Civil War. She also advised on improving health conditions in India. In 1860, Florence Nightingale founded the Nightingale School and Home for Nurses at Saint Thomass Hospital in London. She used the money that she raised from her two books and the Nightingale Fund. The opening of this school marked the beginning of professional education in nursing. Florence’s nurses were called Nightingales. They were very well trained. Often, they came to Florence for her blessing before they began their work. When a Nightingale was sent to do a duty in a far away place, Florence sent them flowers to greet them when they arrived at their stations. Nursing schools in Europe and America followed the example of the Nightingale School. Florence was getting very weak. She was getting sick very often. In 1895, she went blind. Soon after, she lost most all of her other functions. She required full-time nursing. In 1907 Florence was eighty seven years old. She was awarded the Order of Merit by King Edward VII of England for all the work that she did for other people. She was the first woman to ever win the award. On August 13, 1910, when she was ninety years old, Florence Nightingale died quietly in her sleep. Even though she died, her life’s work survived. She helped make hospitals clean and efficient. She helped make nursing an important, respected profession. Florence Nightingale helped change the world around her into a better, more caring place. In 1915 the Crimean Monument in Waterloo Place, London, was erected in her honor. Florence Nightingale has affected the course of human history in many ways. She worked to make hospitals as good and as hospitable as they could be. That is why hospitals are so good and clean today. She also worked to make nursing an important and well respected profession. Florence Nightingale changed the lives of those around her and those who heard about her. She was a great inspiration to others who wanted to make a difference in the world. One way that Florence Nightingale made hospitals like they are today is that she insisted that the wounded soldiers of the Crimean War have a nice place to get better and rest. She wanted them to have good food, and enough warm blankets and clothing. She also wanted the living quarters to be like home. She insisted that the hospitals be rodent free. She also made sure that the hospitals were not smelly. Florence Nightingale wanted to make the patients as happy and as comfortable as possible. She made them feel at home when they were at war and sick or injured. Her altruistic attitude made the soldiers feel better. Just by caring for them, she had a huge impact on them. Since she was so uplifting, she inspired the soldiers to be the same way. She made war a better place. She made the soldiers feel better. When she walked from bed to bed in the darkest hours of the night, she made the soldiers know that someone cares for them. In doing this, she made the world a much better place. Florence Nightingale made nursing an important and vary respected profession. Before Florence became a nurse, nurses knew very little about disease and nursing. They didn’t care about the patients or the living conditions. Before Florence, nursing was thought to be a dirty job. The nurses were often depressed and became nurses because they had nowhere else to go. Florence didn’t want to be a nurse just because she needed a job. She wanted to be a nurse to help people. It was her duty to be a nurse because God called her to do so. She truly cared. Because she cared, she made sure that the hospitals were clean. She also made sure that her patients were comfortable. Because Florence was so determined to be a good nurse, she inspired others to do the same. She led the way to making nursing a desirable job. She led other women to be nurses like her so that they could also help those in need. She was a pioneer to help others. She set up a school for nurses in order to allow nurses to get the proper education. She really wanted to make nursing better, and she made it easier for others who wanted to be good nurses like her to do so. Florence Nightingale changed the lives of those around her. She made the soldiers happier. Because of her, they knew that someone cared for them. Florence wanted to care for the sick to make them feel better. Not only did she make them physically feel better, but because of her caring nurture, she made the soldiers feel better in their hearts, too. When Florence’s Nightingales was sent to a far off place to care for the sick and wounded soldiers, she sent flowers to them. She wanted to make them feel welcome. She also wanted to make them feel as at home as possible. Florence just wanted to brighten the day of that nurse who might be a bit scared. Florence cared deeply for others. Even before Florence was a nurse she cared for others. She cared for them by just being nice. Before Florence knew that her calling was to be a nurse, she was helping others. She gave food to the hungry. She gave medicine to the sick. She gave clothes and blankets to the cold. She gave what she had to the poor people who could not afford those things. Florence Nightingale was a very benevolent person. She cared for others who she didn’t even know. Because Florence Nightingale was so brave and courageous in pursuing her dream, she was, and still is, an inspiration to others. When Florence’s parents forbade her to go to nursing school and become a nurse, Florence never gave up hope. She kept her dream in her mind always. Florence always looked for her parents’ affirmation. Because of her consistency in pursuing her dream, Florence finally was allowed to go to nursing school and become a nurse.

10 Steps to Training Your Brain for Peak Performance

10 Steps to Training Your Brain for Peak Performance You can get the greatest job in the world and be set up to have the greatest career you’ve always dreamed of. Think you’re done? Well, you could be. You could rest on your laurels and coast for the rest of your working days. Or you could stay sharp, keep learning, and put yourself in the path for even bigger things. How to do that? Simple. Whether you’re trying to stay sharp to get ahead or just trying to improve your memory and general mental performance, here are a few strategies to train your brain.1. Feed  it well.There is such a thing as brain food. What we eat does affect our memory and function. Get your neural circuits set up for success by eating fish high in omega fatty acids, cut back on the sugar, and eat plenty of fruits and vegetables. Taking a handful of vitamin supplements won’t hurt either. Try B-vitamins, C, E, omegas, choline, and other antioxidants.2. Exercise daily.Exercise increases blood flow and oxygen and nutrients to the brain. Twenty minutes of walking, cycling, swimming, or dancing a day can really improve your cognitive capacity. Plus it makes you look and feel better!3. Play games.Strategy, role-playing, and verbal games, even challenging crossword puzzles or Sudoku can engage your prefrontal cortex and help you build memory, self-awareness, incentive and reward processing.4. Practice meditation.Meditation can be a magic reset button for the brain. Awaken your cells and focus your mind and find yourself better prepared to face the day. Even 15 minutes a day can really make a difference.5.  Get enough sleep.Getting enough rest is absolutely crucial to peak function. If you’re not sleeping enough, you’re compromising your ability to assimilate new information. Give yourself and your brain a chance to rest. Shoot for a minimum of 7 hours a night.6. Keep learning.The day you stop learning is the day you stagnate. Start with things that interest you most, then read up as much as you can. See k out online or in-person lectures, or resources on television or the internet. And read a good book! Even one you don’t expect to be as interested in. You’ll never know where it might take you!7. Trigger your memoriesThumb through old pictures and try to recall what you were doing, eating, wearing, as well as the names of all the people. Digging back for details like these can really stimulate your memory apparatus.8. Turn off the GPS.Remember the good old days of having to write out directions and then find your way to your destination without a voice in your ear telling you to â€Å"Turn right† in 100 feet? It’s actually very useful exercise to let your brain figure out on its own how to get from point A to B. And you’ll figure out your bearings that much faster in a new place.9. Memorize something.Whether a poem or a favorite song, expanding your brain by memorizing something can really help get your brain back in shape. It will also help you t o build your vocabulary.10. Lay off the booze.Drinking in moderation is fine, but alcohol is a depressant and can slow down mental functions. If you need to be at top form, put down the martinis for a day or two. You’ll likely sleep and think much better!

Can Minnesota justify taking the grey wolf off the endangered species Research Paper

Can Minnesota justify taking the grey wolf off the endangered species list - Research Paper Example II. History and Current Status of Grey Wolf in Minnesota. a. Grey wolf is included in 1974 list of endangered Species. b. Grey wolf was on the brink of extinction in 1974. c. Grey wolf has surpassed Minnesota’s 1,400 maximum grey wolf population. III. Endangered Species. a. Minnesota wolf management program protects the grey wolves. b. Minnesota has set aside grey wolf conservation areas. IV. Prediction to the Future of the Grey Wolf in Minnesota. a. President Barack Obama signs the 2011 congress- approved law for the removal of the grey wolf from the endangered species list. b. Pro conservationist groups will sue the federal government. c. The grey fox population will decline to minimum levels. V. Endangered Species Act. a. The Endangered Species Act was signed into law by President Richard Nixon in 1973. b. The grey wolf was included in the endangered species list in 1974. VI. Conclusion a. Minnesota justifies the taking of the grey wolf off the endangered species. b. The re moval of the grey wolf from the endangered species list allows the hunters to hunt the grey wolves to extinction. c. The pro –wolf conservationist will sue the federal government using political action to a purely biological issue. d.

Reflection -contemporary policies mental health Essay

Reflection -contemporary policies mental health - Essay Example As opposed to other citizens, they are left without access to services, subjected to a life with poverty, and denied of the basic life opportunities (World Health Organisation 2010). Mental health policies in a country can go a long way to promote mental health and provide equitable services to all the population irrespective of regions through strategic planning, appropriate legislation, and intent to serve in order to deliver effective treatment, prevention programmes, and promotional activities. An orientation to human rights that consider people affected with mental health problems as consumers may serve this issue appropriately, but mental health policies must be reviewed and critically examined in order to find out the differences and gaps in services in different areas. A reflective process that critically examines the differences would lead to guidance to the policy makers so efficient policies may be in place (Fawcett & Karban, 2005). From the Australian perspective, the issue of mental health care and complexities associated with consequent care delivery should have been a smooth journey from theory to policy to practice, but the current inequities in mental health practice raises the question of critical reflection. It has been suggested by Fawcett et al. that somewhere the objects of attention have lost the links between practice and praxis, where the conceptual signposts are no longer being identified in certain areas. There has been a definite loss of connection between theory, practice, and policies, so the ideally suitable flexible and dynamic use of knowledge, skills, analysis is not occurring in a methodologically sound, effective, and uniform manner. However, it was not expected to be so. The 1992-98 National Mental Health Policy in Australia is a policy of reform in mental health care across all states and territories, and it was aligned

Can Terrorism Be Defeated Only By Military Means Criminology Essay

Can Terrorism Be Defeated Only By Military Means Criminology Essay We blindly cant say that terrorism is the only option to reduce or stop terrorism without examining how terrorist groups end or fade out after some years. The governments in the other hand will have different options like military force, intelligence team, political negotiations and economic sanctions. The governments should prioritise their options on the terrorist organisations. According to a research, which examined more than 250 terrorist organisations from the period of 1965 to 2006, it found that many of the terrorist organisations ended because of the local police intervention like that of the Al-Umma organisation which carried out attack in Coimbatore during 1998. Many other organisations stopped their or dissolved their campaign due to intelligence or because of the settlements with the governments. It is to be noted here that military force did not have an adverse effect on the terrorist organisations to stop their violence against the non-combatants. United States stance on Al-Qaida proved wrong when the chief (Osama Bin Laden) was caught only by the intelligence force rather than the war on terror which lasted for more than a decade. Until the year 2006, there were around 648 terrorist groups and the research found that their survival for a longer term was due to the factors of economic condition, control type, their ideas, size and their goal. According to this research by Memorial for the prevention of Terrorism, it states that 268/648 groups ended within the year 2006, 136 groups fell apart because of difference in strategies and goals and the remaining 244 were active. The main reason for most of the terrorist organisations to quit terrorism was due to local police intervention and intelligence or a beneficial agreement with the governments to satisfy their needs for a particular group of people. Only very less terrorist organisations ended because of the military force. Military force was affective only when the terrorist groups were large and had the state-of-the art weapons to defend their goals and needs. The only place where military force turned out to be a good idea was in Sri Lanka when the government fought against the Liberation of Tamil Tigers Eelam (LTTE). This group demanded a separate land for Tamils in Sri Lanka which caused the biggest civil war in the history. Only in this case, governments action of using military force was beneficial because the opponent was well armed and had a large army to reach their goals. The research also found that the terrorist organisations which had some religious sentiments took longer time to stop their activities but rarely achieved their goals. Size of the group also determined their results. The example of a bigger group coming out victorious in terrorism was that of the army found by Mohammed, the founder of Islam which conquered Mecca in the Holy war or Jihad. The research also found that the terrorist from upper-income groups were nationalist and rarely were religiously motivated. COUNTERTERRORISM RATHER THAN WAR ON TERRORISM: After the September 11 attack by Al-Qaida on the World Trade Center, United States strategy to fight terrorism was mainly by the military action. They have also employed some non-military operations like reducing the foreign assistance and securing their states with more power. It was only during the Obamas regime, counter terrorism proved to be effective rather than the War on Terror Obama employed the intelligence squad to break in to or kill the al-Qaida chief in 2009. This initiative proved beneficial and the U.S killed their target in Pakistan on May 2, 2011. This made a way for many countries to withdraw the aspect of War on Terror and employ counterterrorism. As of 2008, the war on terrorism had not much effect on Al-Qaida as it remained strong and well organised. Its goal of uniting Muslims to fight the west remained strong and it continued to encourage terrorism to be employed in more places around the world. They conducted many such attacks without any problems when military attacks were employed on them. Military force only helped the governments to reduce some bigger attacks like that in New York or Mumbai. United States then decided to change their strategy to negotiate some political settlement with the Al-Qaida. As Al-Qaida was religious and fought the war against the west in the name of Allah, the negotiation strategy was not effective. So the governments should decide to abolish them by two strategies. They are: Governments should start to depend on intelligence and policing to destroy Al-Qaidas plans in attacking the non-combatants. Al-Qaida is a large group who are active around the world and commit some deadly acts only when a message is received from the head of the group. In order to track their moves and those peoples involved in the attacks, U.S has employed Central Intelligence Agency and FBI to track and demolish the terrorist activities with the help of foreign police and some intelligence agencies. The governments should also reduce their military personnel in the borders and promotes local forces to take charge as they had a greater understanding of the places. The main aim of this move is to promote counterterrorism as this proved to be effective than War on Terrorism in many countries who are fighting terrorism. This replacement in strategy also makes the terrorist think that they are criminals and not warriors who are fighting for the religious cause of Jihad. DEPENDING ON INTELLIGENCE: The U.S government should concentrate more on police forces and an intelligence agency at least after the Al-Qaida Chief was killed in the counter attack by the U.S Navy Seals. The governments should now focus on CIA, FBI and increase the budgets which specialises in counterterrorism. The military forces should have the same strategy for the groups involved in insurgencies and for large groups. According to Hoffman, he suggests the intelligence agencies to cooperate with the local police and the intelligence agencies in the countries where terrorism is prevailing to build more effective ways to combat them. Policing and intelligence are best suited to demolish the terrorist organisations like Al-Qaida because of their operation in many countries. These terrorist organisations are decentralised and receive funds and messages from a particular place to carry out a operation. The operations of these terrorist organisations are a little complex and have different nodes for operation. The se nodes can be easily identified and demolished only with the help of police and intelligence groups. The main drawback of this type of act is reducing the nodes of the terrorist organisation in many countries than in a single country. This method of counterterrorism is only possible only by the full support of the local police and the community unlike that in Pakistan. The terrorist organisations in the present days are easy to be demolished by the police and intelligence networks because of its structure. The terrorist organisations employ top-down or bottom-up approach to communicate between themselves. As the message needs to be passed by many people, it is easy for the intelligence agencies to track their location. These terrorist organisations dont get demolished if only the key members are caught or killed as in case of Al-Qaida. The terrorist organisations have a large network and can work without the commandments of the key leaders. These terrorist networks are active for long term because of its the presence of its hubs. The terrorist organisations get isolated if the hubs that send most messages are destroyed or demolished. These hubs are also easily isolated because it is considered as the information centre for the terrorist organisations. These hubs can be busted with good intelligence activities like tracking down the telephone lines, monitoring the email, couriers and fax facilities in countries like Pakistan. By these measures by the personnel, terrorist can be caught, arrested and enforced in the court of law. There are different steps involved in this kind of approach which include data analysis, capture of key leaders of terrorist organisations and amending the law in some special cases. For the list of above operations, police and intelligence agencies are best suited to do the acts. DATA ANALYSIS AND INFORMATION COLLECTION: Data collection and analysing the information proves to be one of the important aspects of intelligence bureau on terrorists. There are different ways in finding the terrorist activities. They are by human intelligence or by signal intelligence. The information got by the human network proves to be the most beneficial one. But it takes determination and patience to break up the human network of terrorists by recruiting the terrorists who are already in the terrorist groups. It is difficult to recruit the informants from the terrorist groups because of the faith and love for their friends and religion. According to an intelligence agency, it takes around 18 month for a terrorist to carry out any attack on the public. This period of establishment is the important period for the intelligence agencies to identify, arrest and reveal the plan of their action. Another source for the intelligence agencies could be from the fundamentalist mosques who oppose terrorism. They might prove to be useful recruits as they might provide some information on the relative or friends of some terrorist and their recent activities. Detaining some important individuals who are associated with the terrorist groups would make them less capable of launching some large attacks. If this case of detaining and arresting the individuals in a small terrorist organisation takes place, the other operator may lose confidence and become some mere criminals. Making these men mere criminals would be possible only with the help of media and the intelligence personnel and not with some counter attack by the military forces. Another difficulty that might be faced by international intelligence agencies is with the cooperation with the local police and intelligence agencies as they might have their internal security issues to be solved. The information got by human couriers wa s more beneficial than the signal intelligence. The top terrorist individual understood the drawbacks of using cell phones and internet to transmit some information to their hubs. So they decided to send the information through some trusted individuals who had been in the organisation for many years. Only by continuous monitoring by the intelligence agencies, the couriers can be caught and be beneficial. This was the case when the U.S Navy seals found out the whereabouts of the Al-Qaida chief Osama Bin Laden. The U.S intelligence agency spied on some couriers to find out and kill the chief. In this case open action by the U.S Navy was unavoidable because of the doubt he (Osama) tried to defend him by hiding behind his wife. Capture of Key Leaders: Another important way of counterterrorism is to capture their key leaders and punish them severely according to the law. The terrorist should be punished severely because they were involved in some deadly acts to kill the non-combatants in the particular country. The law should punish them in a way which should be as an example for the other criminal and terrorists in the country. This task also involves collection of evidence for some terrorists before producing the convict before the court of law. Producing an individual before the court of law for terrorism might not be easier as that of drug trafficking, it should have direct connection with the deadly acts. The capturing of terrorist in any position of their group hierarchy will reveal much important information about their future attacks. The communicating devices used by terrorist such as diaries, laptops and cell phones will provide some very sensitive information on the future attacks and the names of other group members. Fo r example, capture of Khan Muhammad with his laptop in 2004, revealed the plans of Al-Qaida to attack the gold mines in Pakistan and also some attacks on IMF and Citigroup buildings in United States. Another good example to prove this fact is that of capturing of Osama Bin Laden on May 2. In the recent news, it revealed that his diaries contained some very sensitive information about the Al-Qaidas links with other terrorist groups and their future plans to attack many places in the world. Other measures to combat terrorism: Other ways to stop terrorism is by the help of legal approvals. This process may involve accusing the acts of terrorist organisations such as recruiting members, buying of weapons from other countries. These legal procedures will help the intelligence agencies and the local police to stop the acts of terrorism by some means like freezing the bank accounts of the suspected terrorists, conduct searches by modern means and to interrogate suspects who pose a terrorist threat to the community as whole. Freezing the accounts of the terrorist organisations also help the intelligence agencies to get leads about their whereabouts. But nowadays, terrorist exchange the money to fund their operation through some third person in the place where the money should reach and this illegal activity is called hawala in Islamic terms. The money transferred by the hawala means is not recorded or taxed by the governments. Monitoring of the money movement from the terrorist organisation is a tedious task fo r the intelligence agencies.

Mona Lisa Compare Contrast

In the 14th century, a new cultural movement known as the Renaissance began. Young Leonardo Dad Vinci constructed a portrait known as the Mona Lisa. This painting is arguably the most famous painting of time. Now in the 21st century, a fresh artist â€Å"Abstract,† has developed a similar work of art associated to the Mona Lisa known as â€Å"Wonder's Finest. † With both pieces of work containing the same subject along with different time periods, there is no doubt that both of these paintings contain it's differences and similarities accordingly to their centuries.The differences include the backgrounds, the different colors, and the way â€Å"Mona Lisa,† is represented. The Mona Lisa has its many mysteries, but none other than it's background and landscape. The landscape of the Mona Alias's painting describes both the negative and positive viewpoints on society during the time of the Renaissance period. To the left of the artwork, represents a green healthy env ironment with a river signaling the peace and tranquility of the time period. To the right of the landscape, a dry wasted and appears with a bridge.This represents a switch of spirit between good and evil. It foreshadows the period to when Medici took over Florence through tyranny and took over the Pope's spot in Italy. In comparison with â€Å"Wonder's Finest,† it too shows a spiritual battle between evil and good. The angel is trying to lure â€Å"Mona Local,† back from the wraths of the demon and beneath the window, appears a garden of peace and tranquility. In today's society, it's that same type of conflict. We live in a spiritual oral between God and the devil as both trying to win the souls of mankind.The morality of this abstract reveals how the devil has almost completely claimed the life of once-innocent Mona Lisa. The background suggests that those who have fallen to the devil are now trapped within the deserts of Egypt. The bottles of alcohol suggests that her life has been consumed by heavy drinking as well. In the original Mona Lisa painting, the female who is drawn is a light-hearted madam who smile and body position describe who she is, what she is living and why s she living it.In the artwork â€Å"Mona Lisa,† the light colors represent lightness in her life and heart. Although, the painting features both light and evil colors, the amount of light represented outshines the darkness. Her smile represents the goodness in her heart. Also, it represents the mood as she has successfully defeated the darkness of those ages. Her black dress with the golden sleeves represent a a well respected housewife. Both paintings suggest Mona Lisa and Mona Local were well fascinated by their breasts.They both expose the cleavage of breasts presuming to the seduction of men. In contrast, â€Å"Mona Local,† is a straight on where Just by how she was drawn with the naughtiest position and dark image. The black and gray colors symbolize t he dead soul inside of her. Her posture sells her out completely. Her legs are wide open and her exposed breasts explaining the hustler business she runs. The light colors by the near side window can be explained as to her life in a different dimension. The life where she dreams of going, but yet sees it so far away due to her condition.The clothing she wears are fishnets attached with dirty money, with a short skirt and a see-through bra. Her face melting away is a clear sign she is almost disappearing from this world. I have seen thousands of paintings, but none like these two. Both of the painting share it's extremes coincidences in differences and similarities that tie both paintings together to society. It is crazy to think that young inspired artists drew these not knowingly the effect they would have on society through it's interpretation.

Dimensions of Diversity - 1127 Words

Introduction Each and every individual has his own unique characteristics that set him or her apart from other people. In that case, diversity as a term is used to denote any dimension utilized to bring out or identify the various differences between people and groups. It is important to note that today, with the world increasingly becoming a truly global village, it has become necessary for individuals to appreciate and embrace differences in others. In this text, I define diversity and highlight its dimensions (both hidden and visible). Further, I come up with a brief analysis of my tendency to judge individuals on the basis of their superficial, external or visible characteristics. Diversity: A Brief Overview Diversity according to Daft and Lane (2007) is essentially the existing differences among people in terms of age, ethnicity, gender, race, or other dimensions. It can be noted that the proper management of diversity must be preceded by a clear understanding of diversity and its nature. As I have already noted in the introductory paragraph, the world is increasingly becoming a global village and with this, the level of interaction between individuals from different backgrounds continues to be enhanced even further. Below, I highlight the various dimensions of diversity that help us outline the differences among people. The Various Dimensions of Diversity In general terms, diversity is made up of a myriad of traits. It is these traits that I refer to asShow MoreRelatedReport- Dimensions of Diversity1578 Words   |  7 Pages Dimension of Diversity Race and/or gender are not the definition of diversity. Diversity is all of us and how we are so different. To better understand diversity it can be broken down into four different dimensions and classifications. These points will help you begin to pick apart the complex topic of diversity. 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What Is a Microliter Definition and Example

While the liter is the standard metric unit of volume, its much too large to use in certain laboratory situations. Other common units include the milliliter and microliter. Microliter Definition A microliter is a unit of volume equal to 1/1,000,000th of a liter (one-millionth). A microliter is one cubic millimeter. The symbol for microliter is ÃŽ ¼l or ÃŽ ¼L. 1 ÃŽ ¼L 10-6 L 10-3 mL. Alternate Spelling: microlitre Plurals: microliters, microlitres The microliter is a small volume, yet measurable in a typical laboratory. An example of when you might use microliter volumes would be in preparation of an electrophoresis sample, when isolating DNA, or during chemical purification. Microliters are measured and dispensed using micropipettes. Example: My sample had a volume of 256Â  ÃŽ ¼L.

An Report On Information Security - 1999 Words

Introduction Information security has become a fundamental aspect of successful running of any company. Consequently, there is a growing need for secured communication to ensure companies and their clients enjoy the benefits that the advancement of the internet has brought. As such, adequate measures in security of information need to be implemented with competency. This is because there is a growing risk of exposure of companies’ information through attacks from malicious people and other risks. This paper will develop an information security plan NextGard Technologies (British Standards Institution, 2001). 1. Research solutions and detail the appropriate Microsoft Windows access controls including policies, standards and procedures that define who users are, what they can do, which resources they can access, and what operations they can perform on a system. 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Beowulf Literary Analysis Essay Free Essays

Ronis Aba September 27th, 2012 Period 6th â€Å"No better king had ever lived, no prince so mild, no man so open to his people, so deserving of praise. † This is an ultimate description of the heroic events of Beowulf, an old Anglo-Saxon poem about a warrior who battles and destroys three horrifying monsters. Although written long ago, the emotions expressed within this work, emotions of bravery, valor, and ethics still speak to us centuries later. We will write a custom essay sample on Beowulf Literary Analysis Essay or any similar topic only for you Order Now The anonymous author of the poem convinces us through the masterful use of various literary elements that emphasize its meaning and message. Conflict, imagery and setting are three literary elements that contribute to the effectiveness of the poem. The use of conflict aids us to visualize the struggles between Beowulf and his opposing forces. To begin with, we are first introduced to Beowulf’s strength as we read lines 390-392; â€Å"and the bleeding sinew deep in [Grendel’s] shoulder snapped, muscle and bone split and broke. † This first battle exemplifies the readers respect towards Beowulf; this clearly demonstrates that the readers are in fact in awe of Beowulf’s strength and capability to fight Grendel with his bare hands. Furthermore in the story, we learn that Grendel’s mother â€Å"rose at once† and â€Å"repaid [Beowulf] with her clutching claws† (lines 513-517). This passage shows the readers, not only the struggle but, the effort Beowulf put forward to defeating Grendel’s mother in the hopes of glorification to his people and maintaining his pride. Finally, in lines 768-775, we read, â€Å"I swear that nothing ever did deserve an end like this†¦. As he dove through the dragon’s deadly fumes. † This final battle grants the readers with the logic of suspense. This is an epic scene because it is shown to the readers that Beowulf is indeed aware that this is his final battle meaning, with or without help, he would have to go to ultimate ends in order to complete his mission of defeating the dragon. Finally, these are just some of the many conflicts that help us understand the fights between Beowulf and his differing opponents. Another literary element that offer meaning to the poem is imagery, by simply allowing the readers to envision the events of the story. In the first part of the story (129-134), Beowulf is described as coming over â€Å"seas beating at the sand† while â€Å"the ship foamed through the sea like a bird. † This scene truly guides the readers to admire the vivid description of how proud and tough the ship looks. This ship in this case, becomes a metonymy for Beowulf himself, who is certainly proud and strong, resulting in the readers’ admiration. Additional imagery is used describing the mere, or lake, discussed above, with â€Å"storms [an] waves splash[ing] towards the sky, as dark as the air as black as the rain that the heavens weep† (440-442). This clearly illustrates how dreadful Grendel and his mothers’ home is. It intensely aids us to picture how grotesquely unpleasant the lake actually is. Near the end of the tale (lines 651-653], Beowulf â€Å"[strides] with his shield at his side and a mail shirt of his breast†¦.. Toward the tower, under the rocky cliffs. † While Beowulf awaits the battle, the description of his armor and the details of each entry help us to respect how ready he is for his concluding battle. Even as an elderly man, Beowulf is a hero beyond compare. In closing, the use of imagery greatly enriches the readers’ experience of this heroic epic. Evidently, the setting of Beowulf helps the readers to better understand the cultures and events that occur in the story. In lines 60-63, the mead hall (Herot) is described as â€Å"[standing] empty, and stay[ing] deserted for years, twelve winters. † This makes the readers feel and understand the seriousness of Grendel’s attack. Before Grendel, Herot was described as a beautiful and happy place, and so the readers feel terrible regret when it is destroyed by the creature. Later in the story, we are shown the lair under which Grendel and his mother lives: â€Å"secret places, windy cliffs† and a lake which â€Å"at night†¦.. Burns like a torch† (424-433). This passage shows the readers the monstrous, awful conditions of where the monsters lived. It also causes us to feel disgust and revulsion at their horrible habitat. Finally, in the episode with the dragon, its cave is depicted as a â€Å"hidden entrance† with â€Å"a streaming current of fire and smoke block[ing] the passage† (lines 659-661). The cave is intimidating, helping the readers to believe that the upcoming battle will be a real challenge for Beowulf. And it turns out to be so as the powerful dragon ultimately causes the hero’s death. Evidently, these settings, along with others, make the stories come alive for the readers. The poet effectively combines the literary elements conflict, imagery and setting to show the reader the qualities of an Anglo-Saxon warrior and hero. To the old English people, no one was more praise worthy than Beowulf, Despite it being written over a thousand years ago, Beowulf shows one important detail of what it takes to truly be a hero, a standard to which we can still relate to today, perhaps more powerfully than ever. How to cite Beowulf Literary Analysis Essay, Essays

Clil free essay sample

These weak points have caused the search for a new approach. Content and Language Integrated Learning (CLIL) is the new approach that tries to provide innovative solutions to the current problems language teaching approaches face. The purpose of this assignment is to analyse if CLIL can be considered the approach for the future. This analysis will consist of the following sections. The first section looks at the definition of CLIL. Section 2 deals with the context where CLIL takes place that is an international and a local perspective. The third looks at the problems for implementing this approach in our context: Peru. Section 4 looks at the advantages of CLIL. Finally, some conclusions about the CLIL’s situation for the future will be provided. According to David Graddol in Ball (2012, p. 17), CLIL is â€Å"an approach to bilingual education in which both curriculum content and English are taught together. It differs from simple English-medium education in that the learner is not necessarily expected to have the English proficiency required to cope with the subject before beginning study. Graddol states that the focus on learning is on the content (subjects such as history or science) as well as English which is considered a vehicle for learning content. He also emphasizes the fact that students do not need to be language proficient to learn the content because they will pick up the language when studying the subject in a meaningful, contextualized and natural way. We consider that by learning language through content, students will benefit as they do not have to worry consciously about the structures and grammar. Sometimes being too aware of structures can demotivate students. In this way, CLIL offers a new way of learning English through content; however we believe it is important to consider the context where it takes place because it will have an impact on how successful students will be at learning the foreign language. For the purpose of this assignment, we have considered 2 contexts: the international context focusing especially on the European Union (EU) and our country: Peru. We believe that the EU is the ideal place for CLIL for its linguistic policy, the exposure to English and socioeconomics and geographical features. In 1995, a new linguistic policy based on plurilingualism was adopted. All European citizens should speak 2 foreign languages by the time they finish their compulsory studies. (Ball: 2012). This policy caused the improvement of foreign language teaching and methods. In such a context, students are encouraged to study foreign languages by the State which also worries about the methods used and the teachers’ training. In addition to the linguistic policy, students are exposed to English everywhere: in the streets, in the schools, etc, which helps them not only reinforce what they are learning at school but also learn new language features. Finally, the EU is a context where all countries are closely connected by geography and economics. In a context like this, students and teachers feel comfortable using CLIL because they have the necessary tools to take advantage of this new approach: easy access to the language everywhere and the linguistic policy which fosters learning foreign languages. We believe that the State plays an important role when implementing this new linguistic policy as it provides the necessary resources for its implementation such as teachers’ training as well as the funding. In the EU, CLIL can work well and can be considered the future for the future mainly because of its linguistic policy. Whereas plurilingualism is fostered in the EU, the reality in Peru about linguistic policy is completely different. In Peru, there is an enormous difference in the quality of education between the public and private schools. In the former, it is mandatory to teach English only 2 hours per week in the high school whereas in the latter, students are exposed to more than 2 hours per week and in some cases, the schools are bilingual. In addition to the difference of teaching hours, there is also a huge difference in other topics such as materials, infrastructure, methodology, teachers’ proficiency and training, teachers’ salary among others. These differences have an impact on students’ learning. While the implementation of CLIL in the EU is imminent, there are some issues to consider regarding Peruvian educational context. First, culture is an important issue to contemplate. We agree with the idea that there? s a cultural bias in every culture. There are some expressions in the L2 that can be a barrier in the process of teaching or learning as they cannot be translated easily into the other language. There are cultural aspects in both languages that can be problematic to define or comprehend due to subjective and contextual interpretations. For that reason, some people think that teaching a subject through an L2 language that has its own cultural baggage is unnatural and that it may influence students’ national identity; it may change their attitudes and ways of thinking. An example of this could be teaching Peruvian History in English. There is another issue to be mentioned and it refers to this idea found in the European Commission Survey â€Å"Eurydice† (2006) in Ball (2012:34) that says that â€Å"any subject may be chosen for CLIL from among those on offer, meaning that in theory, no subject on the standard curriculum is considered inappropriate or unworkable†. We think that â€Å"in theory†, it is possible to believe that all subjects can be taught through CLIL; however, some of them are too linguistically limited and don’t allow students to express themselves as critically as other subjects do. Therefore, the number of vocabulary and of structures learned by the students will be limited as well. Science based subjects like Chemistry; Physics and Biology are poorer in language than social sciences like History, Geography and literature. Social sciences offer a variety of opportunities for communicative activities that promote analysis and critical thinking. These subjects offer a wide array of contextualized language. In CLIL, the content of subjects should show thematic continuity and conceptual sequencing. The next issue we should think about is the CLIL teacher. There is a controversy on deciding which teachers are the best for teaching CLIL. Is it the subject teacher or the language teacher? One of the main problems of CLIL is that language teachers lack knowledge on the subjects while subject teachers have minimal knowledge of foreign languages. Probably in some ‘English-rich’ sociolinguistic contexts the best answer will be the subject teacher. As being exposed to the target language daily, not only the teachers, but also the students will feel more confident and comfortable with the use of CLIL in the class. But even in these cases that can sound easier and more accessible, proper CLIL training is the key to achieve the goals and objectives required for the subject. In Europe some CLIL training programs are being implemented, there are few specifically designed teacher training programs and not many can have access to them. Unlike the European context, most Peruvian subject teachers lack proficiency or have little knowledge about English, which prevents them to become CLIL teachers. How about language teachers? Can they teach CLIL? Again, proper training is the answer. In Peru, CLIL programs are commonly taught by non-native subject teachers or by language teachers. Most English teachers who work in public schools are not proficient English speakers. In order to overcome this situation, we believe teachers should be given regular opportunities to maintain and improve their English skills. Because the methodology, techniques, materials and task design used in CLIL are new to teachers, they may feel reluctant to try a new teaching approach. We should also consider parents ‘opinions; they may not feel comfortable having an English teacher teaching History or Geography as those subjects are not the area of expertise of a language teacher (Ball, 2012). To solve these inconveniences, compulsory training must be provided. Teachers need to be trained in how CLIL works, in its basic principles (The Holy Trinity), the correct use and design of materials, and proper assessment. According to Ball and Lindsay (2010), this training should take place at the beginning of the academic year to give teachers a general background of the methods and materials to be used during the academic year. During the meetings in the academic year, teachers will observe a class so that they can observe a specific technique and discuss about it. Teachers will also be observed and they will receive appropriate feedback to improve their teaching. Another way of training teachers is the use of ‘adjunct courses’ where there is cooperation between departments. Language and subject teachers develop good practices by working together to build the content and the language to be studied. In addition to training, finding the right materials is another problem CLIL teachers face. Educational books are designed for specific contexts. Many subjects, like the social sciences and the arts, require cultural content which relates directly to the local context. Many language teachers worry about using CLIL materials because they feel they do not have the background knowledge of the subject, and even though the material is only a vehicle for the language, it has to be interesting and relevant to students. As there are not many materials available to teach and there isn’t a book specifically designed to suit each country and each subject according to a precise curricula and culture, teachers have to adapt their own materials that can enhance students’ learning by promoting critical thinking and analysis and enable them to develop their high order skills. Ball (2012) emphasizes learning needs to be significant; people learn languages more efficiently and faster when the materials being used are engaging and authentic. These materials should reflect their environment, their culture and context. This is natural language development which builds on other forms of learning. If the students are involved, then the discussion constitutes real communication. Within this process the language used (functional and topical) will automatically be relevant. Also, there even seems to be a problem to develop materials that can foster the two types of language highlighted by Cummins (1979): BICS or ‘Basic Interpersonal Communication Skills† which is the language required to interact socially with other people, and CALP or ‘Cognitive Academic Language Proficiency’ which is the formal academic learning using the subject content material and considering the four language skills (reading, listening, speaking and writing). BICS are usually neglected by teachers. BICS refer to the day-to-day language needed to interact socially with other people, and both are equally important. Learners require knowing and developing these skills, so they can engage themselves in meaningful interactions. In order to avoid this to happen effective training is the key to succeed in the use of CLIL. In CLIL, more emphasis is put on meaning rather than on form. The possibilities of creating exclusive material in our context would imply time and money. It could be a great solution, but only thinking in the very long term. One of the main problems in CLIL is the assessment. It has to be fair and objective, and what will the teacher grade? CLIL is a content-based approach in which learners use the language as a tool for learning, so the focus is on the content and how the students were able to grasp that content using high order skills. The teacher is being fair when assessing the understanding on the content applied to different contexts and pays less attention to the cognitive language level of the students. The language is assessed as the vehicle for expressing the conceptual material. In the case of soft CLIL, the objectives are still based on the content, so we believe that students will be assessed in both language and content, but content will still be the main focus. Furthermore, we believe that in every subject taught in CLIL, BICS and CALP should be given equal importance, teachers should assess both of them. In spite of these difficulties for implementing CLIL in Peru, this new approach does have positive aspects to offer. First of all, CLIL promotes the â€Å"Holy Trinity† that is content, procedure and lexis and structures are integrated and equally important in the learning process. In a task, students work on these 3 aspects in a natural and meaningful way. Students are engaged in the learning process as they are working on a process-led task which makes them responsible of their own learning process. While they are discovering by their own, they are learning content using specific structures and lexis. This new approach of learning will benefit students as they do not have to be too conscious and worried about the language. Ball (2012, p. 57) states that â€Å"the language is not the objective. It does not subordinate the thematic content†. CLIL can help especially some Peruvian students who are too consciously aware of structures which prevent them from learning meaningfully. Moreover, pre-teaching language will not be necessary as the language occurs in its conceptual and functional context promoting inference among students. As CLIL gives students the opportunity to be in charge of their own learning process, it promotes the use of high order skills. According to Ball (2012), when students make use of high order skills such as comparing, criticizing, analyzing, differentiating among others, it is more likely that learning is significant and as consequence students will learn. For this reason, it is important the use of materials which contain process-oriented tasks as they engage students in learning. We believe that CLIL will help Peruvian students to develop and improve their cognitive skills as they are used to memorizing, recognizing, ordering and listing which are low order skills. In this way, CLIL will not only help students become English proficient but it will also help them to become more cognitive skillful in general. Students make use of low order skills mainly due to the use of the traditional grammatical syllabus which is synthetic. Unlike the synthetic syllabus which is based on the analysis of the language to be learned, CLIL is based on the analysis of the learning process. According to Ball (2012), in this new approach, learners are exposed to the language holistically so that the learners will assimilate the input while doing the task and develop an implicit knowledge of rules. As a consequence, students will discover by themselves and will not become too dependent on the teacher’s explanation of grammatical rules as they will learn them implicitly while being exposed to the language and doing the tasks. Another important advantage of using CLIL is the increase of exposure to English. In Peru, English is considered a foreign language so students do not have much exposure except in the classrooms. As it has been mentioned, the hours of English per week in public schools are reduced to a minimum of 2 hours. While in private schools, it can vary depending on the quality of education provided by the school. For this reason, it is important that students are exposed to English in many situations as possible in the school. Using CLIL will not only help solve the problem of lack of exposure but it will also help solve the curriculum constraints. These 2 problems are closely related as there are too many subjects to teach, English suffers a minor presence in the curriculum which is especially the case in public schools. We believe that the ideal subject to introduce CLIL in the school is Computing as students are accustomed to using computers every day, they are familiar with its language which includes many English words. Computing will introduce the students and teachers to the CLIL world smoothly. While students get used to it, teachers can receive appropriate training so that they can teach other subjects in English. To sum up, after having discussed the weaknesses and strengths of this new approach, we do not think that a strong version of CLIL will be the approach for the future in our context; however, a weak version of this approach will be more feasible. In order to succeed, CLIL should be language driven-oriented as students need to develop their content and social skills. We consider that a weak form of CLIL is the best option for our country based on its reduced exposure to the foreign language, difficulties in the educational system and lack of teachers’ training. In order to implement it, we believe that communication among the different areas is essential so that planning of the curriculum is integrated and meaningful for students. In the future, it is likely that this version of CLIL would not be so weak, but training and educational reform are strongly needed so that there would not be much difference regarding the quality of education between the public and the private school. A good CLIL teacher should be competent in the target language as well as in the subject to be taught. Materials also play an important role as they should reflect the students’ context and needs. We believe that CLIL provides certain qualities that prepare students for globalization such as improving language competence, raising awareness of L1 and L2, promoting intercultural knowledge and understanding and increasing learners’ motivation which will prepare students for their future studies and working life. Finally, we expect CLIL to consolidate as the new approach for the future as it considers English a â€Å"core skill†, which is the current way to perceive English. Bibliography BALL, P (Eds) (2012). Content and Language Integrated Learning. FUNIBER. BALL, P LINDSAY, D. (2010). CLIL in Spain. Teacher training for CLIL.