Carbon Tax Essay Example | Topics and Well Written Essays - 500 words

Carbon Tax - Essay Example That is to say firms have decided to go green in the sense that they have had to make some changes in their industries to avoid the heavy tax imposed on them due to the carbon dioxide emissions (Yamin, 2005, p.244) Firstly, the firms have decided to switch to the use of windmills and solar panels for the generation of electricity, which are energy saving equipment and facilities and are less polluting sources of energy. Also, due to the introduction of the carbon tax, firms have decided to dispose of hydroflouralcarbon (HFC) refrigerators that are well known to produce more greenhouse gases than any other fridge. They have decided to replace them with natural refrigeration systems that are commercially available. In addition, due to these taxes, extremely expensive firms have decided to give their employees at least one day in a week to reduce carbon emissions from cars; hence, reducing global warming (Piersall, 2007, p.65) Firms have also made a decision of moving to a paperless technology, which requires keeping electronic records and this makes work easier, and it is perfect for the forests. The firms have also resorted to planting of trees around their companies, which will help suck in the Carbon dioxide, in the air. There is the introduction of virtual meeting in most firms and these is done through online conferencing that is free and easy to use, it saves on time and reduces the use of cars to arrive at the meeting. Also, most firms are now using the electronic mails instead of the traditional mail by posters and this has also reduced the use of papers; hence, being friendly to the environment (Piersall, 2007, p.65). Carbon tax will make the Australian companies find difficulty in competing with other nations in the region. It means the companies are locked in because they do have the option of taking their business offshore. There will also be a significant impact on small and medium

Critical analisis essay. SPANISH Essay Example | Topics and Well Written Essays - 1250 words

Critical analisis . SPANISH - Essay Example Uno de los elementos claves que ayudan en la puesta en practica de este sistema de control es la existencia de una figura de poder, cuya identidad es de poca importancia, asi como tambien la existencia de una red de personas, cuya identidad tambien es intrascendente, que ayudan en el ejercicio del poder. De hecho en la historia la mancha indeleble el personaje principal solo puede escuchar una voz, dicha voz es incorporea y, segun el personaje principal, no podia relacionarse con un ser de carne y hueso: La voz llenaba todo el salon y resonaba entre las paredes†¦Yo no podia saber de donde salia. Tenia la impresion de que todo lo que veia estaba hablando a un tiempo: el piso de marmol negro y blanco, la alfombra roja que iba de la escalinata a la gran mesa del recibidor, y la alfombra similar que cruzaba a todo lo largo por el centro; las grandes columnas, las cornisas de cubos dorados, las dos lamparas de cristal de Bohemia (Bosch 1). Este extracto nos hace pensar que ni el gene ro, ni la posicion social, ni la profesion de dicha figura son de consecuencia. Lo que si es fundamental es que la figura no pueda ser vista por los individuos que son vigilados. Asi como tambien que el individuo crea que el sistema disciplinario, cuyo representante en la historia de Bosch es la voz incorporea, tenga un alcance total. Como ya se ha mencionado, esta figura de poder no es la unica persona en todo el sistema. Tambien hay otras personas que ejercen diferentes funciones dentro de este sistema de control. Cada individuo tiene un papel que jugar y es, a su vez, supervisado por alguien de mayor jerarquia. En Pormenores de una servidumbre de Pedro Peix, el Benefactor claramente representa la figura de poder, pero durante todo el relato hay personas, cuya identidad tambien ignoramos, encargadas de realizar los trabajos sucios. Hay personas encargadas de grabar las sesiones amorosas de la esposa del personaje principal con otros hombres, hay personas que encargadas de seducir a la hija del personaje principal, hay personas encargadas de contratar la banda y las prostitutas que se apostaron en frente de la casa del personaje principal. Y, tambien, esta la persona encargada de hacer las llamadas telefonicas que el personaje principal recibia (Cespedes). Esta claro que este sistema es extenso en su practica y que abarca todas las areas de la vida cotidiana del individuo, incluso las areas mas intimas y los detalles mas pequenos no estan fuera del alcance de este regimen. En el relato de Bosch una voz incorporea le pide al personaje principal que remueva su cabeza pues ya no la necesitaria. Y el personaje principal le indica que no puede despojarse de su cabeza tan facilmente: Deme un tiempo para pensarlo. Comprenda que ella esta llena de mis ideas, de mis recuerdos. Es el resumen de mi propia vida. Ademas, si me quedo sin ella, ?con que voy a pensar? (Bosch 2). Sin darle mucha importancia la voz le contesta que ya no la necesitaba pues ellos (los miembros d e este sistema disciplinario) pensarian por el y que sus recuerdos eran innecesarios. Un sistema como este, que no tiene ningun reparo en declarar que las ideas, las emociones y

Community Development for Race and Diversity

Community Development for Race and Diversity Design or evaluate any practice within the field of Community Development aimed at managing race and diversity. Introduction: According to the International Federation of Social workers, the definition of social work is given as follows: â€Å"The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilizing theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work† (from IFSW General meeting, Canada, 2000 in ifsw.org). Social work can be theoretically represented as an interrelated system of values that uses a mix of theory and practice to address the communication and transaction of people with their society and environment. Social work and social policies aim to fulfill people’s goals and wishes by helping them to develop their full potential and to either overcome or prevent any kind of dysfunction. Ethics are important as social workers promote equality and work for the oppressed to facilitate their social inclusion (Mullender, 2003). Social work research and practice have provided knowledge and means of evaluation of social work practices, which are specific to situations. Individuals are affected by multiple bio-psycho-social factors in the society, family and environment (Donald et al, 1992). Theories of human development and behaviour help in the analysis of the influences of social and cultural changes on behavior highlighting the injustice and inequality in society. Social workers thus help in affecting changes in societies, families and in people’s lives. Social work and policy is based on the universal humanitarian and democratic ideals promoting Human rights and Social justice. Social workers also respond to crises and emergency situations and also provide counseling and advise to help people overcome their personal, social and long term problems. Thus a social worker is expected to be skilled and should focus on the holistic development of the individual or society. Social work and policies can affect individual psychological processes or can involve planning and development for society at large. Some of the common activities that social worker engage in are counseling, group social work, clinical work, family therapy and treatment, education and advise, and emergency relief work. Social workers are also involved in administration and policy making along with political involvement for economic and social development of the community. Although promo ting human rights, justice and equality are universal aims of all social policies, the way social workers engage in community development tend to vary from one place to another depending on cultural, historical and social factors (Arredondo, 1996). In this essay we will discuss community development considering the perspective of racial diversity and focus on the cooperation between mainstream groups and minority ethnic groups that should be necessary aspect of social work. We discuss inter-racial interaction and community participation as important in social development and promoting more interracial interaction seems to be a crucial practice in social work that can help change attitudes of people towards other ethnic groups. Race and Community Development White (2002) challenges the intentional ‘colour-blind’ attitude towards community development, which he says is impractical and masks and at the same time highlights the centrality of race in any community development agenda. White identifies three dimensions of development namely, the material outcomes, the techniques of transformation and the modes of knowing. He emphasizes on an analysis of racial diversity and fluidity between racial groups and citing Omi and Winant’s work suggests that development comprises of racial formation which is made up of a vast range of diverse and contradictory racial projects linking the meaning of ethnic, racial and national identities. Akdere (2005) suggests that the meaning of race, social class, culture and ethnicity have changed considerably in the last few years and continues to evolve considering the rapid changes in social structure. There has been tremendous growth of diverse populations in neighborhoods and administrative policy changes have forced community leaders to approach organizational engagement with great diversity. Akdere used appreciative inquiry method to achieve a satisfactory participation level among community people to encourage dialogue between participants and promote systematic thinking and practice. The paper supports the use of Appreciative Inquiry method as an appropriate method of systematic practice. Problems associated with the current empirical measurement of ethnic diversity within economic development have been examined by Okediji (2005). Ethnic diversity variables include race, religion, and the measures on these aspects are compared with other variables on ethnicity. The study cites related results to suggest that disparities and differences in ethnic diversity among countries are not as great as assumed generally. Okediji suggests that a comprehensive and accurate measure of ethnic diversity is not just related only to a linguistic measurement that defines ethnicity butt there are other factors as well. Diversity and race differences are closely related as a proper understanding of racial variations sometimes serve as the basis of both racial classifications and also ethnic diversity. Barbujani (2005) suggests that all humans belong to a few biological types or races and evolved in isolation although modern genetics have not been able to find any significant differences in the genetic structures of humans belonging to different racial types. Thus racial labels have not been associated with clear genetic structures. Most scientists however still insist that racial classifications have a genetic and scientific basis and this fact may be even indispensable in epidemiology. However all classifications of race based on the smallest genetic evidence have been useless or controversial and there is still no proper consensus on the number or definitions of different human races. The author highlights that there is a geographic structure in human genome diversity and it is also possible to in fer the continent of origin of a particular race from an individual’s genotype although any clear genetic boundaries necessary to recognize relatively isolated mating units or races have not yet been identified. Barbujani points out that allele frequencies and synthetic descriptors of genetic variation are distributed over different gradients across the planets suggesting a sort of gene flow rather than isolation of different mating groups. Interracial mixing seems to shape human genome diversity although the paper clearly states that a better understanding of the patterns of human diversity can be understood by examining the evolutionary processes that is absolutely important for the development of diagnostic and therapeutic tools of individual genotypes rather than race specific genotypes which is not yet clearly defined or identified. Shaw and Barrett-Power (2005) emphasize that diversity is a crucial factor in organizational life as all organizations, whether professional or social are becoming increasingly diversified in terms of gender, race, ethnicity, age, nationality, origin and personality patterns of members of the group. There have been very few studies giving the exact impact of diversity on group or organizational culture or on small group processes or performances. Some influences of diversity on organizational culture are definitely positive although effects may be negative while in certain situations, there may be no effects at all. The developments and influences of diversity in a group may be explained by using the group-development model that helps in examining the impact of diversity on group processes and performance. This model is based on concepts of Jackson et al (1995) and Milliken and Martin (1996) (in Shaw et al, 2005), and shows that diversity does have considerable influence on group dev elopment and performance. The aspects and concepts considered in the model are personal attributes of group members which are detectable and underlying as well as cognitive paradigm dissimilarities, costs and rewards, diversity management skills, cognitive performance resources and integration of group behaviour. The components of the model are discussed and the specific hypothesis is that social group performance may be positively or negatively affected by diversity. Several research studies have tried to understand the exact equation between racial characteristics, neighbourhood contexts and development. Marschall and Stolle (2004) argue that socioeconomic and racial characteristics of an individual’s environment not only influences group consciousness and solidarity but also views of the society towards minority and majority ethnic groups. The paper points out that context, social interaction and inter-racial experiences combine to shape general psychological orientations. The authors conduct a neighbourhood level analysis examining race, racial attitudes, social interactions and residential patterns to study the attitudes towards ethnicity and race issues. Marschall and Stolle emphasize that the neighbourhood context plays an important role in shaping civic orientations although diversity and interracial interaction and settings o promote such interaction seems to be crucial to develop a generalised inter-racial trust for the developmen t of the community. Increased sensitivity towards diversity and interracial interaction is important to promote social and community development. This is also true in college campuses and in a study by Chang et al (2004) national longitudinal data from a set of college students was used to examine the educational relevance of cross racial interaction and the way the campuses can best utilise such opportunities. The results of most similar studies suggest that cross racial interaction has positive effects on students intellectual, social psychological and civic development. Chang and colleagues suggested that a large proportion of students of colour should be enrolled in institutions and students should be offered more opportunities to live and work on campus. The paper suggests that white students definitely gain in psychological and social experiences when they interact with students from the ethnic minority although cross racial interaction may not be completely advantageous for students of colour. Ho wever, despite these differences, cross racial interaction remains an important component for development of attitudes of tolerance and this is an essential aspect of social development of the community in general. More on the relationship of adult learning, especially in universities with ethnic and cultural diversity has been studied by Osler and Starkey (2000). This study focused on distance learning students of French language and culture highlighting the political importance of language learning within the European context. All foreign language learning policies are meant to have an impact on the development of democratic participation and citizenship rights. Few students are asked to give opinions on questions of identity and treatment of racism or different races suggesting the links between racism and discourses on modernity and identity. Language learning has been considered as a reflexive process and through learning, students gain their own perspectives on their own culture as well as other foreign cultures. Students are encouraged to present their own views and actively participate in understanding foreign cultures to promote diversity in study situations. However the authors argue that ‘positive representations of multiculturalism within language learning courses are likely to prove inadequate in enabling students to identify the barriers to democratic participation’. The different themes that are considered here are immigration, integration and identity although the structural barriers of participation are also identified. The paper stressed on the need to encourage students to deepen their understanding of race, modernity and identities in their own society. In another relevant and similar study, Shields (2000) argue how curriculum development in school is closely related to the portrayal of the school as communities. Shields suggests that in the modern complex and heterogeneous public schools, where all types of students with different ethnic and racial backgrounds interact, the notion of schools as complete homogeneous communities with shared beliefs, norms and values seem inadequate. Ethnic and racial differences must be used as a resource, according to the author and ideas of feminism, multiculturalism and inclusive education have to be used to develop the concept of school communities. The advantages of multicultural and racial diversity are highlighted here and the major advantages are that increased interaction between racial groups whereas the disadvantage is that there are possibilities of increased fragmentation and polarisation as well. However on a positive note as pointed out in the paper the differences can be used as basis or foundation for community development so that marginalisation of others can lead to barriers. Shields points out that, ‘Explicitly embracing the need to identify and respect difference, being open to new ideas without taking an exclusionary position, and committing to ongoing participation in dialogical processes may help schools to develop as more authentic communities of difference’(Shields, 2000, p.275). Thus communities of difference can still be communities that can live and work together learning from and respecting each other and this co-existing culture should be promoted in climates of turbulent educational culture and new reforms based on tolerance and co-existence can help restructure schools to ensure that all students regardless of race have the same opportunities and quality of instruction. Some of the proposals of improving interaction in student community and improving the status of schools as communities involve modifying leadership in the community and government structures, as well as overcoming existing power bases, developing mechanisms of accountability, enhancing professionalism and coordinating for adequate distribution of community resources. Citing Barth 1990, Fuller 1993, Shields suggest that the focus on schools as organizations should change to recognize schools as communities by themselves, given the diversity of students enrolled. However as argued there is very little understanding of the concept of community and what it looks and how the concept of community can be implemented in a school setting and what has to be done about it. Theories of schools as communities have been drawn from Tonnies’ concept of gemeinschaft which however is based more on a romanticised view of the past than on improving education in modern dynamic, complex and heterog eneous schools which can be seen as communities (Shields cites Beck and Kratzer, 1994). Several other writers cited by Shields are Fine (1997) and Furman (1998) and they have also advanced notions of communities, of racial coexistence as well a cultures of differences of otherness among different ethnic groups. Many authors have suggested that rather than considering schools as communities because of its affiliation to established norms, values or traditions, schools should be considered as communities by virtue of its racial and ethnic diversity. A school community in which differences are highlighted can add to community development and mutual sharing of values and ideals only when there is a common core principle established to negotiate and iron out differences and disparities in beliefs and values as participants would learn to respect and listen to each other. Bonds and boundaries among school students of different racial backgrounds are constructed, not forcefully but via res pect and open communication. Shields, as other many researchers have worked with many schools to address the needs of diverse student bodies and have become increasingly aware of the limitations of the concept of community which is described with an emphasis on shared values, norms, beliefs and highlight a question by Barth (1990): ‘How can we make conscious, deliberate use of differences in social class, gender, age, ability, race, and interest as resources for learning?’ (p. 514). Shields points out that gender, race and ability are the three elements of differences that can define or help understand an educational community. As the author points out , both theory and practice should be used to suggest how the implications of reflections on theory and practice can help to reconceptualise and improve social policy making, community development and social work practice. Shields paper aims to give an analysis of schools as communities of difference as well as communities of diversity. Differences and diversity are both dealt with from the perspective of changes in society although there may be many problems inherent in such inter-racial coexistence. The use of diversity as a means of thinking about or defining community makes differences an essential part of an interactive society and social workers seem to have an important role in promoting unity and interaction in diversity and difference. Evidence of Racial Diversity Racial diversity and cultural differences are issues not just in schools and smaller communities but also in many workplaces, hospitals and clinical settings. Racial diversity is part of women’s social issues, in technical work groups, in developing leadership qualities and management programs. Several practices to manage racial diversity within the community aims at improving intercultural relations, along with promoting improved communication and interaction among different ethnic groups (Rutherford, 1990). This in turn improves leadership and management skills of people and serves the greater goal of community development. Feminist theories and perspectives are in focus when we discuss workplace differences and many scholars realize that to increase potentialities and opportunities for women in the workplace gender awareness has to be replaced by multicultural awareness. Betters-Reed and Moore (1995) emphasize the need to explain the current management development paradigm that does not recognize diversity among women. They suggest a new all-inclusive paradigm for establishing a successful multicultural organization where opinions of all women as well as members of ethnic communities could be brought to light. The initial stages of individual and organizational awareness of understanding yet reconciling with differences is followed by the recognition that women also need to be treated equally in the field of management. There is a growing need to shift new approaches, attitudes and paradigms that recognizes women’s roles to replace older values in existing management development practices. Case Study: For our case study we conducted interviews on 150 social members, all British citizens from the northern part of Yorkshire in the UK. Among the 150 community members 50, were from the Muslim faith of Arabic origin, 50 from Christian community within Europe, and the remaining 50 from Asian Hindu faith. The attitudes of all community towards members of other communities were studied using a questionnaire and a five-point scale. The questionnaire consisted of 100 questions and the answers ranged from strongly agree to agree, to neutral to disagree and strongly disagree. The questions were targeted to find out about the attitudes, whether positive or negative towards other different racial, ethnic or religious groups. All the responses were taken on a five-point scale and scores were then put through statistical analysis to get the results. Questions ranged from ‘you feel comfortable in the presence of members of other religious groups’ to ‘you are complete ly against inter-racial or inter-religious marriage or relationships of any kind’. Following statistical analysis of the results we aim to promote inter-racial interaction by designing community programs that would necessitate or encourage participation of all ethnic, racial and religious groups. Our inter-cultural and inter-racial interaction program is thus aimed at promoting social harmony and friendship and positive relations among different ethnic and religious groups within the particular region of northern Yorkshire in Britain. As we have seen from all the research evidence discussed, greater and more central role of women, developing leadership and management perspectives as well as an open racial policy in schools and hospitals can actually help in leading a community towards improved community development and evolved inter-racial relations. Our social work practice community program was based on the following features: Promoting inter-racial group activities Promoting and encouraging inter-racial and inter-cultural programs Encouraging women to take initiative in community development Developing active leadership programs Inter-racial culture and interactive associations to be promoted ion community centers, clubs, hospitals, libraries, workplaces, schools and religious institutions. Considering these features and results from our initial study which suggested that there are huge cultural differences in how other communities are perceived by ethnic or racial groups, we suggest that promotion of a ‘dialogue culture’ and greater interaction among community members in all walks of life is essential for promotion of diversity and cultural unity. Conclusion In this essay we highlighted several studies that have emphasized on the need for promoting an interracial culture to encourage diversity in all aspects of life. A case study discussed here shows the differences in opinions of different cultural and racial groups in their perception of other ethnic groups. Following the initial study, we mentioned the importance of women’s role, leadership, management goals, and focus on group discussion and interracial participation in cultural and social programs as important in promoting diversity and racial sensitivity. We stressed on the need for ‘interaction’ and suggested that a practice of group discussions, organized community work, and regular meetings of different community members promoted by social workers can go a long way in changing a society of differences and diversity, into a society of unity, sharing and intercultural dialogue. Bibliography AKDERE, MESUT, February 2005,  Appreciative Inquiry: A Field Study of Community Development  Systemic Practice and Action Research  Volume 18, Number 1, pp. 21-34(14) Kluwer Academic Publishers ARREDONDO, P. (1996) Successful Diversity Management Initiatives London, Sage Publications BARBUJANI, GUIDO June 2005, Human Races: Classifying People vs Understanding Diversity Current Genomics Volume 6, Number 4, pp. 215-226(12) Bentham Science Publishers Cross-Racial Interaction Among Undergraduates: Some Consequences, Causes, and Patterns Chang M.J.; Astin A.W.; Kim D. Research in Higher Education, Volume 45,Number 5, August 2004, pp. 529-553(25) Kluwer Academic Publishers DONALD, J. and RATTANSI, A. (eds) (1992) Race, Culture and Difference, London, Sage/Open University Press AUDREY MULLENDER (2003) Promoting Equality: Challenging Discrimination and Oppression, Palgrave Macmillan MELISSA J. MARSCHALL; DIETLIND STOLLE (June 2004) Race and the City: Neighborhood Context and the Development of Generalized Trust Political Behavior Volume 26, Number 2, pp. 125-153(29) Kluwer Academic Publishers KINGSLEY R., BROWNE (2002) Biology at Work: Rethinking Sexual Equality (Rutgers Series in Human Evolution) Rutgers University Press RAM M.; SMALLBONE D. December 2003 Supplier diversity initiatives and the diversification of ethnic minority businesses in the UK Policy Studies Volume 24, Number 4, pp. 187-204(18) Routledge, part of the Taylor Francis Group ONYEKWULUJE A.B. March 2000, Adult Role Models: Needed Voices for Adolescents, Multiculturalism, Diversity, and Race Relations The Urban Review Volume 32, Number 1, pp. 67-85(19) Kluwer Academic Publishers RUTHERFORD, J. (1990) Identity, Community, Culture, Difference, London, Lawrence Wishart SHIELDS C.M. July 2000 Learning from Difference: Considerations for Schools as Communities Curriculum Inquiry Volume 30, Number 3, pp. 275-294(20) Blackwell Publishing Okediji, Tadeo. The Dynamics of Ethnic Fragmentation: A Proposal for an Expanded Measurement Index The American Journal of Economics and Sociology, Volume 64,Number 2, April 2005, pp. 637-662(26) Blackwell Publishing OSLER A.; STARKEY H. (June 2000) Intercultural Education and Foreign Language Learning: issues of racism, identity and modernity Race, Ethnicity and Education Volume 3, Number 2, 1 pp. 207-221(15) Routledge, part of the Taylor Francis Group SHAW J.B.; BARRETT-POWER E. October 1998 The Effects of Diversity on Small Work Group Processes and Performance Human Relations Volume 51, Number 10, 1, pp. 1307-1325(19) Kluwer Academic Publishers HARGREAVES J. March 1997 Womens sport, development, and cultural diversity: the south african experience Womens Studies International Forum Volume 20, Number 2, pp. 191-209(19) Elsevier Science CORDERO R.; DITOMASO N.; FARRIS G.F. September 1996 Gender and race/ethnic composition of technical work groups: relationship to creative productivity and morale Journal of Engineering and Technology Management Volume 13, Number 3, pp. 205-221(17) Elsevier Science BETTERS-REED B.L.; MOORE L.L. (February 1995) Shifting the management development paradigm for women The Journal of Management Development Volume 14, Number 2, pp. 24-38(15) Emerald Group Publishing Limited COARD S.I.; HOLDEN E.W. (September 1998) The Effect of Racial and Ethnic Diversity on the Delivery of Mental Health Services in Pediatric Primary Care Journal of Clinical Psychology in Medical Settings Volume 05, Number 3, pp. 275-294(20) Kluwer Academic Publishers SCANDURA T.A.; LANKAU M.J. (Summer 1996) Developing diverse leaders: A leader-member exchange approach The Leadership Quarterly Volume 7, Number 2, pp. 243-263(21) Elsevier Science CRAIG, GARY 2004 Race, Politics and Community Development Funding: The Discolor of Money, Michael Bonds, Binghamton, NY, Haworth Press, pp. 125 Review in British Journal of Social Work Volume 35, Number 3, April 2005, pp. 413-415(3) Oxford University Press ELIZABETH BRONDOLO; et al. February 2005 The Perceived Ethnic Discrimination Questionnaire: Development and Preliminary Validation of a Community Version Journal of Applied Social Psychology Volume 35, Number 2, pp. 335-365(31) Bellwether Publishing KELLY J.G.; AZELTON L.S.; LARDON C.; MOCK L.O.; TANDON S.D.; THOMAS M. 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Solar Nebular Hypothesis :: essays research papers

Solar Nebular Hypothesis   Ã‚  Ã‚  Ã‚  Ã‚  The idea behind the Solar Nebular Hypothesis is that the solar system was condensed from an enormous cloud of hydrogen, helium, and a few other elements and rocks. Around five billion years this cloud of materials began to spin and contract together into a disk shape under their own gravitational forces. The particles started combined together, protoplanets, to eventually form planets. A great mass of the material eventually began to form together, protosun, and make up the sun.   Ã‚  Ã‚  Ã‚  Ã‚  I agree with the Solar Nebular Hypothesis. I am a person that likes to base my opinions scientifically. Evidence wise this theory makes more sense than any other does. I stand the same way on how the earth was created as I do with the development with humans. I believe in evolution because the evidence is there it is not just some everyday whacko’s theory. There is logic and facts to back it up. The Solar Nebular Hypothesis can be backed up as true by looking at the order of the planets and what elements they contain and their gravitational fields. I am not an expert but this is what I believe in. I disagree with the big bang theory because it just doesn’t make sense how when a huge massive ball can explode and create a solar system that has planets that rotate around a sun in the middle. If there were an explosion you would think that particles would be going every which way. With the Solar Nebular Hypothesis it makes sense that

Pyramus and Thisbe Essay

A first-time encounter with the tale of Pyramus and Thisbe would already send your heart fluttering with a hundred different emotions headed primarily of a lover’s longing for his/her partner’s touch and the level of passion the two had shown. Pyramus and Thisbe were childhood lovers that carried with them an ill-fated love story when they were forbidden by their parents to be together. Fortunately, the love between our two lovebirds had been so strong that they discovered a way on how they could communicate day and night. A common crack in their walls allowed this to happen, and being neighbors, they were able to keep in touch with one another and exchange sweet thoughts. Until the day when they can’t bear the silent distance between them anymore came, they finally decided to run away from home and so, they had set up to meet under a mulberry tree near Ninus’ tomb. Come nighttime, Thisbee, who arrived first, spotted a fierce lioness and immediately ran for her life. While on escape, she accidently dropped her cloak which the lioness viciously tore into pieces. Pyramus arrived at the scene with the sight of Thisbe’s cloak and abruptly concluded that his better half had died already. With this thought in mind, he took his own life, thinking that he can’t live with the fact that he had left the love of his life to wait alone in the woods. Thisbe arrived minutes later and upon seeing her lover’s dying state, she decided that she would not let death separate them and she took her own life too. The theme of this love story would probably be unconditional love that was unimaginable given Pyramus and Thisbe’s circumstances. Even death was not powerful enough to separate the two ill-fated lovers. I believe the story only shows how there may be hope for everything. They believed in the love they had and even took the risky choice of leaving everything behind even their own families. This part of the book was really to be well-commended. The love stories were enjoyable to read and Edith Hamilton told the stories in a manner where you can completely visualize scene after scene and really added color to one’s imagination. The narrations were easy to follow and her choice of language was not profane at all, but rather neat and blithe.

Educational Needs Assessment Essay

Continuing education plays an important role in the development of nursing professionals in any healthcare institution (Waddell, 1991). However, different institutions have different needs to address with respect to their nurses professional competencies (Gould et. al. , 2004). According to Billings & Rowles (2001), the primary question that institutions have to answer is what particular educational needs their nurses have that are most relevant to the working environment. This paper seeks to determine and prioritize the needs of the Medical-Surgical/Bone Marrow Transplant Oncology Nursing Unit of Sutter Medical Center, Sacramento through the administration of a survey questionnaire to a sample of seven (7) registered nurses and a qualitative analysis of the results. Background Sutter Medical Center is a non-profit hospital that specializes in providing acute and advanced care to patients living in Sacramento and the surrounding area. Its mission is to provide quality primary and tertiary care along with a continuum of services to meet the healthcare needs of the people throughout Northern California. During the previous year, the hospital has been able to generate 58,274 patient days spread across seven (7) hospital units with 20% of which coming from the nursing unit of interest to the study. The unit has 14 registered nurses with varying levels of proficiency and experience. Results There were seven key questions inquired from the seven registered nurses that comprise 50% of the total unit population. Based on the analysis of the results, the particular areas where that the nurses feel should be the focus of any educational program of the institution include chemotherapy patient care, professional stress management, cardiac emergency protocols, infection control, and telemetry. These were the post frequently mentioned topics throughout the questionnaire and thus appear to be the most important concerns according to the nurses surveyed. From the nurses’ responses, it is apparent that many of the nurses consider these subjects as underdeveloped in their professional experience and as such, they are very open to undergoing further education in order to be better equipped in the said areas. Some of the nurses prioritized special topics on patient care due to the large number of patients undergoing chemotherapy. Others consider learning proper stress management as a priority and claim that while they are equipped with the knowledge to care effectively for patients, they often find themselves stressed out in the process and some commented to eventually being in need of care themselves because of the demands of the work environment which they believe that can handle more effectively with appropriate training. With regard to how this new educational program should best be carried out, the nurses surveyed had varying suggestions but what was common among them is the preference of nontraditional educational programs over conventional programs such as actually going back to an institution and enrolling in a course that one has to be physically present to attend. The nurses generally preferred one of two options which are either to learn under the expertise of experienced mentors at work or to get enrolled to online learning classes at home. These preferences underscore the stress that the nurses are already experiencing at work which leaves them with no energy left to actually pursue further studies by traveling to an institution and being physically present to attend class. Hence, some of the surveyed nurses preferred to combine work and study by undergoing active learning under mentors who are experts at particular fields. The other half of the nurses surveyed preferred to learn through online courses that they can take at the comforts of their home and accomplish at their own pace. Common strengths cited by the nurses surveyed include the experience gained as nurses in the institution along with their strong proficiency with the use of current technology. The nurses justifiably claim that their exposure to various situations have honed their abilities in dealing with the same situations. However, they also cite that this is not the best way to learn as it places patients at some risk when they are handling a situation with the patient for the first time. Nurses believe that their expertise in utilizing web resources would allow them to have better access to continuing education since there are many specialized nursing courses available online. Furthermore even without enrolling in online courses, the internet provides knowledge sources that the nurses can access for free. Still, some commented on the level of reliability that these sources have. On the other hand, while the surveyed nurses claim that their experience has improved their competence, they also cite the demanding responsibilities given to them at work for their inability to pursue other educational courses in their profession. Some responded that the time that they spend between work and their families practically make up all the time that they have, and cite this fact as one of the major weaknesses in undergoing an educational program. In analyzing the sample’s assessment of hospital management’s sensitivity to their need for more specialized education, there is a general dissatisfaction perceived based primarily in the inability of management to respond to the staffing needs of the unit. The nurses stressed that while there are some educational programs being offered by the institution, these programs simply cannot be availed of by many of the nurses because of the physical and mental pressures brought about by their workload. One barrier to education that was highly prevalent with the sample is the lack of time due to the 5:1 nurse-to-patient ratios that the hospital has not been able to improve over the past years. Nurses need to prioritize their patients over other professional responsibilities and so continuing education takes a backseat. Some of the nurses also suggest that the hospital should give incentives to nurses who are willing to undergo additional training and education in order to motivate nurses to find the time for the task. Conclusion There is clearly a need to effect effective educational programs for the Medical-Surgical/Bone Marrow Transplant Oncology Nursing Unit of Sutter Medical Center. The nurses surveyed all agree that an effective program will be able to provide them with much needed professional development that they can use to improve the overall quality of service that they provide for their patients. However, the barrier of a highly toxic workplace caused by understaffing need to be addressed first before any program can be implemented that can capture the interest of the unit nurses. Thus, the top priority need of the unit involves the installation of a stress management program that would be able to help the nurses cope with their demanding responsibilities might be effective in taking out some of the pressure and allowing room for the nurses to accommodate professional training programs and academic work. A secondary need would be to address content that the nurses feel are lacking in their professional competence such as specialized subjects in chemotherapy patient care among others mentioned in the survey. It is anticipated that based on the administration’s thrust, they will be receptive to the results of this study and conduct efforts to help their nurses find the time to develop professionally. References Billings DM, Rowles CJ. (2001). â€Å"Development of continuing nursing education offerings for the World Wide Web. † J Contin Educ Nurs. 32(3):107-13. Gould D, Kelly D, White I, Chidgey J. (2004). â€Å"Training needs analysis. A literature review and reappraisal. † Int J Nurs Stud. 41(5):471-86. Click here to read Waddell DL. (1991). â€Å"The effects of continuing education on nursing practice: a meta-analysis. † J Contin Educ Nurs. (3):113-8.

Robinson Crusoe Analytical Paper Essay Example

Robinson Crusoe Analytical Paper Essay Example Robinson Crusoe Analytical Paper Paper Robinson Crusoe Analytical Paper Paper Essay Topic: Analytical Dunkirk Literature The story takes place at the city of York. He was bon in this city and it is where he grew up. After their voyage they went to London, it is where he met new people and stayed there for years. After his second voyage the ship was attacked by pirates and he was brought in what seemed to be an inhabited place. After he run away from the pirates he saw a ship and thy decided to take him to Brazil and stayed there for two years. After this he decided to take another voyage. In his voyage their ship was bulged and slowly breaks to pieces. After that he didnt remember how he got in to that place, he was trapped there. When he saw men with cannibals and he save them same with the other prisoners. The captain of the ship gave him a reward and he requested to let him get back to England. Character: Robinson Crusoe A shipwrecked English man, he is brave man, faithful to god, he give mush importance to his friends and love ones. Xury The kid that he took with him escaping from Sallee River, he is hardworking it is shown when Crusoe save him he seemed to give a lot of help. Friday was the servant whom the captain gave him to help him in his work, he is also hardworking. Laddie his pet that he found at the ship after the storm, he was also brave, Summary: The novel of Robinson Crusoe was written by Daniel Defoe (1660 1731). It is a story of a merchant who is born of a rich family who decided to join the crew of shipmen where little by little he learns the way of life, through the mischiefs and troubles he encountered. The novel is based on a true to life story of Alexander Selkirk. He is a sailor of the Cinque Ports galley. He was shipwrecked and lived alone the island for years. Robinson Kreutzner was born in the year 1632 in a certain city of York. He was the third son of his parents who have a very good name. He has two brothers one of which becomes a colonel to an English regiment who was killed in Dunkirk, and the other one whom he knows nothing. Soon being the last child his father pressed him earnestly to take the inheritance his father will give him including the profession Robinson Crusoe never loved. He takes his own steps and decided to be a sailor on September 1651 Crusoe (he was later called by this name because of the corruption of words in England) went board a ship bound for London. The earlier part of the journey he realized that his having sea sickness. After the violent storm one of his shipmates told him that what he encountered is nothing compared to the things he experience. Crusoe realized that he have a very long way to go to, to be able to be a successful sailor. After a weeks of agonizing journey theyve reach London. In London Robinson has no idea where to go, but with the help of the captain ha was able to get shelter, Robinson has no hesitation with the help offered by the man in exchange that he would go voyage with him. With the help of the man ha was able to go to another voyage, unfortunately the man wasnt lucky enough to live. But still he continued his journey and while on the voyage there ship was attacked by pirates. He was brought in what seemed to be an inhabited place there he was keep captive. One day he volunteered to fish for the pirates. The pirates allow but with the accompaniment of one of the pirates and a servant. While fishing he pushed the man in the water and take Xury (the boy) with him. Through their journey, Xury seemed to give a lot of help. One time the boy help him to kill the lion while on their way searching for fellow men Crusoes attention was called by the coming of a Portuguese ship. The men decide to take the both of them to Brazil. The captain of the ship was kind enough to give a job to Crusoe, but this are not the only things he gave Crusoe. He was given things that he might need in his everyday life, he was also given a servant (Negroe named Friday) which help him in his work as a planter. Crusoe decided to another journey but since he dont have a single money left the captain help him in exchange for the service of the young boy Xury. He believes that the boy would have a better life with captain. So Crusoe joined the journey on the 1st day of September 1659, the exact same day eight years ago when he decided to join the trip. Only this time the weather seemed to be on their sides. Then at last Crusoe view something from afar he saw a very violent tornado it has been how many days that the wind blew hard and the sea gets higher and higher. Then it happened the ship slowly break into pieces. He didnt remember anything after that only that the time when he walked to the shore lifting his hands feeling about joy and grief after that he fell in a deep sleep. When he woke up it was broad daylight and the storm have subsided. Then he look from places to places then he saw the ship was bulged in the rocks not far from where he was. He went and look for things that is important to him, he was shock that laddie the ship dog was still alive, after he slowly move some parts of the ship to form a raft strong enough to carry things from the ship to the shore. He searches the island for possible place to build a shelter, he saw something that made him jump, he have killed a what seemed to be a hawk and a rabbit. He went back again and formed a second raft. This time he smuggled all he needs. Just as he went down of the ship a storm blew, luckily he was fast enough to smuggle things which has importance to him. He have a perfect view of the sea and a protection against the animals or beast slowly he transfer all the things from the shore. Then he wrote his journal to record. Little by little his life has been improving he was able to breed sheeps, fowls and was able to plant corn, but then another hurricane blew but he was able to overcome it, he became very ill that he was not able to take care oh his sheeps. He is also starting to study the different weather and by time he was able to cope with it. He decided to travel across the island. After two years he now has thirty to forty goats his been happily living his life. Until one day, something lifts his spirit when he saw foot prints of a man. For years Robinson cant sleep well he kept on thinking about those foot prints. One day upon returning to the side of the island he saw a group of people whom he easily identified as cannibals. He saw men with the cannibals and he saves them the same with the other prisoners. After what Crusoe did to the captain he offered him gold and he requested the captain to let him get back to England. After they arrived he learned that he is now very rich and decided to stay there and get married. Soon he found a wife and Friday live with them. Analysis: The novel is great novel because it is written in a very simple manner, yet the authors way of narrating the story implies in the reality that Robinson have seen through out his journeys and voyages. There are only few Philosophies during the time of Defoe that is being shown in the novel Here are some of them Every thing has an amount. During his time the women pay the dowry to marry the man it is repay the parents of the man all of the things they have done for him. In the novel this was shown during the time when Xury was exchange just to be able to join anther journey. The children decide for him. The parents dont care about what his childs wants to be as long as it will do him good. The person owes a dept to someone who has done him something good and can be repay when the other needs the help of the other. Moral of the Novel Robinson Crusoe during Daniel Defoes Time In the novel Robinson Crusoe there are many moral that Defoe is trying to teach us. He believes that by using the novel as a form of teaching the readers will learn more. Here are some of the different moral that Defoes been pointing out to the readers. Defoe is trying to show us that as long as we are alive there is no reason we must give up on our life. He is trying to each us that as long as we are alive we have the chance to change our life from right to wrong. And that we should not lose hope on the things that god will give us those challenges if he knows we can do it. He showed this throughout the novel. Crusoe didnt give up even thought all things have left him he just believe in his abilities and e never lose hope and fought through out the end. He is trying to teach us that we must always have faith in god. Because no matter what happen he is the only one that would stay with us. He showed this when Crusoe first joined the voyage to London. The moment the storm blew so hard. He just prayed and prayed until the storm subsided. The other one is during his last voyage he prayed to god though his crew members died he still was able to lie because of his faith. We must follow our heart and believe in our self. We must not follow others of what we will become. This was shown when he decided to become a sailor and turn the offer being given by his father. We must learn from our mistakes. Sometimes mistakes are the best teachers. Thats why we have mistakes is to be able to know our weaknesses and try to improve it. It is shown in the novel he chooses to repeat what happened before to him. There is always room for improvement. We are only human thats why every time we commit wrong things we are given another chance to improve things. This happened when he realized all his capabilities. Money has no importance in this world. It is just evil that has a form. What is important is the love other people has been trying to give us and that we are alive. We must cherish friendship. No matter what happen our true friends will always be there for us. They are the only ones that understand our weaknesses and strengths. Crusoe give big importance to his friends. For example he always take care Xury. And Friday he tried to teach him about the things he know. Conclusion: This novel shows a brilliant lesson and gives philosophies of the 15th century. And I believe that this novel is a very good one because it can relate to the life story of Robinson to the story of a normal teenage boy. And it really attracts the readers because the story is based on a true to life story.

How to Use the French Preposition ÃÂ

How to Use the French Preposition Despite its diminutive size,   is a hugely important French preposition and one of the most important words in the French language. Its meanings and uses in French are many and varied, but at its most basic,   generally  means to, at or in.  Compare   to de,  meaning of or from, with which its often confused.   Contractions When  Ã‚  is followed by the  definite articles  le  and  les,  Ã‚  contracts  with themas a single word. le  Ã‚  au (au magasin)   Ã‚  les   aux  (aux maisons) But  Ã‚  does not contract with  la  or  l.   Ã‚  la  Ã‚   la ( la banque) l  Ã‚   l ( lhà ´pital) In addition,  Ã‚  is not contracted with  le  and  les  when they are  direct objects. Common Uses of 1.  Location or destination Jhabite Paris.  Ã‚  I live in Paris.Je vais Rome.  Ã‚  Im going to Rome.Je suis la banque.  Ã‚  Im at the bank. 2.  Distance in time or space Jhabite 10 mà ¨tres de lui.  Ã‚  I live 10 meters from him.Il est 5 minutes de moi.  Ã‚  He is 5 minutes from me. 3.  Point in time Nous arrivons 5h00.  Ã‚  We arrive at 5:00.Il est mort 92 ans.  Ã‚  He died at the age of 92. 4.  Manner, style, or characteristic Il habite la franà §aise.  Ã‚  He lives in the French style.un enfant aux yeux bleus  Ã‚  blue-eyed child; child with blue eyesfait la main  Ã‚  made by handaller pied  Ã‚  to go on / by foot 5. Possession un ami moi  Ã‚  a friend of mineCe livre est Jean  Ã‚  This is Jeans book 6.  Measurement acheter au kilo  Ã‚  to buy by the kilogrampayer la semaine  Ã‚  to pay by the week 7. Purpose or use une tasse thà ©Ã‚  Ã‚  teacup; cup for teaun sac dos  Ã‚  backpack; pack for the back 8. In the passive infinitive louer  Ã‚  for rentJe nai rien lire.  Ã‚  I have nothing to read.                                     9. With Certain Verbs, Phrases Followed by an Infinitive The French preposition is required after certain verbs and phrases when they are followed by an infinitive. The English translation may take an infinitive (to learn how to do something) or a gerund (to stop eating).      aider   Ã‚  to help to   Ã‚  Ã‚  samuser   Ã‚  to amuse oneself ___-ing  Ã‚  Ã‚  apprendre   Ã‚  to learn how to  Ã‚  Ã‚  sapprà ªter   Ã‚  to get ready to  Ã‚  Ã‚  arriver   Ã‚  to manage / succeed in ___-ing  Ã‚  Ã‚  sattendre   Ã‚  to expect to  Ã‚  Ã‚  sautoriser   Ã‚  to authorize / allow to  Ã‚  Ã‚  avoir   Ã‚  to have to / be obliged to  Ã‚  Ã‚  chercher   Ã‚  to attempt to  Ã‚  Ã‚  commencer   Ã‚  to begin to / ___-ing  Ã‚  Ã‚  consentir   Ã‚  to consent to  Ã‚  Ã‚  continuer   Ã‚  to continue to / ___-ing  Ã‚  Ã‚  dà ©cider (quelquun)   Ã‚  to persuade (someone) to  Ã‚  Ã‚  se dà ©cider   Ã‚  to make up ones mind to  Ã‚  Ã‚  encourager   Ã‚  to encourage to   Ã‚  Ã‚  sengager   Ã‚  to get around to  Ã‚  Ã‚  enseigner   Ã‚  to teach to  Ã‚  Ã‚  shabituer   Ã‚  to get used to  Ã‚  Ã‚  hà ©siter   Ã‚  to hesitate to  Ã‚  Ã‚  sintà ©resser   Ã‚  to be interested in  Ã‚  Ã‚  inviter (qu elquun)   Ã‚  to invite (someone) to  Ã‚  Ã‚  se mettre   Ã‚  to start, set about ___-ing  Ã‚  Ã‚  obliger   Ã‚  to oblige to  Ã‚  Ã‚  parvenir   Ã‚  to succeed in ___-ing  Ã‚  Ã‚  passer du temps   Ã‚  Ã‚  to spend time ___-ing  Ã‚  Ã‚  perdre du temps   Ã‚  to waste time ___-ing  Ã‚  Ã‚  persister   Ã‚  to persist in ___-ing      se plaire   Ã‚  to take pleasure in ___-ing   Ã‚  Ã‚  pousser (quelquun)   Ã‚  to urge/push (someone) to   Ã‚  Ã‚  se prà ©parer   Ã‚  to prepare oneself to   Ã‚  Ã‚  recommencer   Ã‚  to begin ___-ing again  Ã‚  Ã‚  rà ©flà ©chir   Ã‚  to consider ___-ing   Ã‚  Ã‚  renoncer   Ã‚  to give up ___-ing   Ã‚  Ã‚  rà ©sister   Ã‚  to resist ___-ing  Ã‚  Ã‚  rà ©ussir   Ã‚  to succeed in ___-ing  Ã‚  Ã‚  rà ªver   Ã‚  to dream of ___-ing  Ã‚  Ã‚  servir   Ã‚  to serve to  Ã‚  Ã‚  songer   Ã‚  to dream of ___-ing  Ã‚  Ã‚  tarder   Ã‚  to delay / be late in ___-ing   Ã‚  Ã‚  tenir   Ã‚  to hold (someone) to / insist on ___-ing  Ã‚  Ã‚  venir   Ã‚  to happen to 10. With Verbs That Need an Indirect Object   The French preposition is required after many French verbs and phrases that need an indirect object, but there is often no equivalent preposition in English.   Ã‚  Ã‚        acheter   Ã‚  to buy from   Ã‚  Ã‚  arracher   Ã‚  Ã‚  to grab, tear away from  Ã‚  Ã‚  assister (la rà ©union)  Ã‚  to attend (the meeting)   Ã‚  Ã‚  conseiller   Ã‚  to advise   Ã‚  Ã‚  convenir (quelquun) / la situation  Ã‚  to please; to be suitable for someone / the situation  Ã‚  Ã‚  croire   Ã‚  to believe something  Ã‚  Ã‚  demander (quelque chose) (quelquun)  Ã‚  to ask someone (something)  Ã‚  Ã‚  dà ©fendre   Ã‚  to forbid   Ã‚  Ã‚  demander (quelquun)  Ã‚  to ask (someone) to   Ã‚  Ã‚  dà ©plaire   Ã‚  to displease; to be displeasing to  Ã‚  Ã‚  dà ©sobà ©ir   Ã‚  to disobey   Ã‚  Ã‚  dire   Ã‚  to say; to tell  Ã‚  Ã‚  donner un stylo (quelquun)  Ã‚  to give (someone) a pen  Ã‚  Ã‚  emprunter un livre (quelquun)  Ã‚  to borrow a book from (someone)  Ã‚  Ã‚  envoyer (qqch) (quelquun)  Ã‚  to send (something) to (someone)   Ã‚  Ã‚  Ãƒ ªtre   Ã‚  to belong to  Ã‚  Ã‚  faire attention   Ã ‚  to pay attention to  Ã‚  Ã‚  se fier (quelquun)  Ã‚  to trust (someone)  Ã‚  Ã‚  goà »ter (quelque chose)  Ã‚  to taste (something)  Ã‚  Ã‚  shabituer   Ã‚  to get used to  Ã‚  Ã‚  interdire (quelque chose) quelquun  Ã‚  to forbid someone (something)  Ã‚  Ã‚  sintà ©resser   Ã‚  to be interested in   Ã‚  Ã‚  jouer   Ã‚  to play (a game or sport)  Ã‚  Ã‚  manquer   Ã‚  to miss someone  Ã‚  Ã‚  mà ªler   Ã‚  to mingle with; to join in  Ã‚  Ã‚  nuire   Ã‚  to harm  Ã‚  Ã‚  obà ©ir   Ã‚  to obey  Ã‚  Ã‚  sopposer   Ã‚  to oppose  Ã‚  Ã‚  ordonner   Ã‚  to order  Ã‚  Ã‚  pardonner   Ã‚  to pardon; to forgive  Ã‚  Ã‚  parler   Ã‚  to talk to  Ã‚  Ã‚  penser   Ã‚  to think of / about  Ã‚  Ã‚  permettre   Ã‚  to permit  Ã‚  Ã‚  plaire   Ã‚  to please; to be pleasing to  Ã‚  Ã‚  profiter   Ã‚  to benefit; to be profitable to  Ã‚  Ã‚  promettre   Ã‚  to promise  Ã‚  Ã‚  rà ©flà ©chir   Ã‚  to consider; to reflect upon  Ã‚  Ã‚  rà ©pondre   Ã‚  to answer  Ã‚  Ã‚  rà ©sister   Ã‚  to resist  Ã‚  Ã‚  ressembler   Ã‚  to resemble   Ã‚  Ã‚  rà ©ussir lexamen   to pass the test  Ã‚  Ã‚  serrer la main (quelquun)  Ã‚  to shake hands with someone  Ã‚  Ã‚  servir   Ã‚  to be used for / as  Ã‚  Ã‚  songe r   Ã‚  to dream; to think of  Ã‚  Ã‚  succà ©der   Ã‚  to succeed; to follow  Ã‚  Ã‚  survivre   Ã‚  to survive  Ã‚  Ã‚  tà ©là ©phoner   Ã‚  to call  Ã‚  Ã‚  voler (quelque chose) quelquun  Ã‚  to steal (something) from someone Notes Remember that plus an inanimate noun can be replaced by the adverbial pronoun y. For example, je my suis habituà ©Ã‚  Ã‚  I got used to it. plus a person can usually be replaced by an indirect object pronoun that is placed in front of the verb (e.g., Il me parle). However, a few verbs and expressions do not allow a preceding indirect object pronoun. Instead, they require that you keep the preposition after the verb and follow it with a stressed pronoun (e.g., Je pense toi). Additional Resources Passive infinitive:  a grammatical structure in which something other than a verb needs to be followed by  Ã‚   infinitive.

Delphi Compiler Version Directives

Delphi Compiler Version Directives If you plan on writing Delphi code that should work with several version of the Delphi compiler you need to know under which versions your code gets compiled. Suppose you are writing your own commercial custom component. Users of your component might have different Delphi versions than you have. If they try to recompile the components code- your code- they might be in trouble! What if you were using default parameters in your functions and the user has Delphi 3? Compiler directive: $IfDef Compiler directives are special syntax comments we can use to control the features of the Delphi compiler. The Delphi compiler has three types of directives: switch directives, parameter directives, and conditional directives. Conditional compilation lets us selectively compile parts of a source code depending on which conditions are set. The $IfDef compiler directive starts a conditional compilation section. The syntax looks like: {$IfDef DefName} ... {$Else} ... {$EndIf} The DefName presents the so-called conditional symbol. Delphi defines several standard conditional symbols. In the code above, if the DefName is defined the code above $Else gets compiled. Delphi Version Symbols A common use for the $IfDef directive is to test the version of the Delphi compiler. The following list indicates the symbols to check when compiling conditionally for a particular version of the Delphi compiler: SYMBOL - COMPILER VERSIONVER80 - Delphi 1VER90 - Delphi 2VER100 - Delphi 3VER120 - Delphi 4VER130 - Delphi 5VER140 - Delphi 6VER150 - Delphi 7VER160 - Delphi 8VER170 - Delphi 2005VER180 - Delphi 2006VER180 - Delphi 2007VER185 - Delphi 2007VER200 - Delphi 2009VER210 - Delphi 2010VER220 - Delphi XEVER230 - Delphi XE2WIN32 - Indicates that the operating environment is the Win32 API.LINUX - Indicates that the operating environment is LinuxMSWINDOWS - Indicates that the operating environment is the MS Windows/li]CONSOLE - Indicates that an application is being compiled as a console application By knowing the above symbols it is possible to write code which works with several versions of Delphi by using compiler directives to compile appropriate source code for each version. Note: symbol VER185, for example, is used to indicate Delphi 2007 compiler or an earlier version. Using VER symbols Its quite usual (and desirable) for each new Delphi version to add several new RTL routines to the language. For example, the IncludeTrailingBackslash function, introduced in Delphi 5, adds  \  to the end of a string if it is not already there. In the Delphi MP3 project, I have used this function and several readers have complained that they cant compile the project- they have some Delphi version prior to Delphi 5. One way to solve this problem is to create your own version of this routine - the AddLastBackSlash function. If the project should be compiled on Delphi 5, the IncludeTrailingBackslash is called. If some of the previous Delphi versions are used, then we simulate the IncludeTrailingBackslash function. It could look something like: function AddLastBackSlash(str: string) : string;begin{$IFDEF VER130}   Result:IncludeTrailingBackslash(str) ; {$ELSE}if Copy(str, Length(str), 1) \ then   Ã‚  Ã‚  Result : str   else   Ã‚  Result : str \;​{$ENDIF}end; When you call the AddLastBackSlash function Delphi figures out which portion of the function should be used and the other part is simply skipped. Delphi 2008 Delphi 2007 uses VER180 in order to maintain non-breaking compatibility with Delphi 2006 and then adds VER185 in order for development that specifically needs to target Delphi 2007 for whatever reason. Note: any time the interface of a unit changes the code that uses that unit has to be re-compiled. Delphi 2007 is non-breaking release meaning that DCU files from Delphi 2006 will work as-is.

GLOBAL CHALLENGES FOR BUSINESS, MANAGEMENT AND LEADERSHIP Essay

GLOBAL CHALLENGES FOR BUSINESS, MANAGEMENT AND LEADERSHIP - Essay Example Tutor Signature: Date: TABLE OF CONTENTS 1.0 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...4 2.0 Application†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 2.1 Tesco†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 2.2 Management at Tesco PMT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 3.0 CSR challenge†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 3.1  Impact  of CSR on PMT at Tesco†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...12 4.0 Recommendation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...13 5.0 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..14 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.15 1.0 Introduction Management theories tend to account and helps in interpreting the rapidly changing nature of present organizational environments. Management theories are applied in the organization, so that each task could be properly managed. Management theories are base of successful business. ... Managers manage the managerial functions of planning, organizing, staffing, leading, and controlling. Management practices are applied in every organization. The theories and managerial practices are applied to managers at all levels of the organization. The goal of the managers is to create the surplus and increase the productivity efficiently and effectively (Vance and Paik 2010). According to Hersey and Blanchard, management is working through groups and individuals to accomplish the goals of an organization. The competing value framework is the most significant model applied in the business. This framework is used for evaluating the high performance in the organization. This framework is used at every level of the organization, and it is also used for assessing the leadership, communication, core competencies, organizational culture, motivation, decision making, quality, human resource practices, organizational capabilities, employee selection, and for assessing the financial per formance. This framework is crucial for the mangers or leaders in diagnosing and managing the congruencies, contradictions, and interrelationships between the various aspects of the organizations. In order words, CVF helps the leaders in improving the performance of organizations and even support in value creation (Xaxx 2012). Quinn explores the eight management roles in the competing value framework and each role demands the manger to compete with each other that lies opposite to it in the circle. Managers focus over the goals and people in the company or they focus over the innovator and coordinator roles. In most of the organization tasks has become standardized and routine that

Protection of Mail-Order Brides Essay Example | Topics and Well Written Essays - 750 words

Protection of Mail-Order Brides - Essay Example From this study it is clear that there has been an increase in the establishment of mechanisms through which mail-order brides can be protected from husbands who are abusive and fro other dehumanizing arrangements such as human trafficking. Nevertheless, after the mail-order brides enter into their new homes, most of the legal protections lose their impact as a result of the marriage’s private nature as a domestic realm and the inability of the brides to navigate the landscape of their new homes, which are mostly in foreign an unfamiliar countries. This study discusses that it is important to note that due to the increasing demand of the mail-order wife as a replacement for the local women who have developed a career culture and are deemed as less â€Å"family oriented†, mail-order bride websites have developed advertisement terms that meet the expectations of the subscribers (Kusel, 2014). Nevertheless, upon interaction with the foreign culture, after marriage, such women get oriented to the foreign culture and thus tend to develop contrasting views with those of their husband concerning gender roles. This is an aspect that leads to increased disagreements and subjects the women to the increased risk of domestic violence. In addition, most of the websites that advertise such women tend to use attractive pictures that portray them as sex commodities. This exposes such women to men who pose as husbands yet they end up enslaving them sexually and abusing them upon marriage. As such, it is clear that most of the women who p ursue a better life through seeking husbands via the mail-order bride sites are commoditized as sex toys and subjected to abuse amidst legislations that are aimed at protecting them. Various countries have developed legislation to protect mail-order brides and other immigrants who are at risk of exploitation.  

Recruitment of Employees in the Field of Property Market of Hong Kong Research Proposal

Recruitment of Employees in the Field of Property Market of Hong Kong - Research Proposal Example The growth in the world economy has created opportunities for many people around the world thus reducing the gap between higher and middle class. Increase in earning capabilities gave rise to spending capabilities resulting in the real estate boom which was also the cause of latest economic recession during 2008. The boom in real estate was seen all over the world which pumped the stock market prices of many companies involved and manufacturing products required for construction. The strengthening economic relations with the Mainland have maintained Hong Kong’s status as an international financial center and a regional business hub. The overall residential property market staged a strong rebound in 2009 and is continuing in 2010 (Hong Kong Property Market Report 2010). In view of the economic strengthening of Hong Kong, it is necessary that human resource is managed effectively. It is evident from the report that property market is booming once again after the looming recessio n and the boom also creates employment opportunities. Human resource management is important in property market because efficient employees need to be recruited and appointed in a suitable position so as to gain the competitive edge over the rivals and at the same time it is also necessary to retain the employees by implementing various promotional schemes. The 2007 credit crisis engulfed the whole world into its ambit badly affecting the real estate boom. However, the recent report by Global Property Guide (1) in its Mid-2010 Property Recommendation mentioned that the world’s property markets are recovering slowly and steadily. According to the Global Property Guide’s survey, it is revealed from the official housing price statistics that 19 out of 36 countries experienced house price increase during the year to end Q1 2010.  Ã‚  

Explain why liberal economic theory, policy and institutions are so Essay

Explain why liberal economic theory, policy and institutions are so dominant today. Is this good for business and for society - Essay Example In addition to this, it has been slowly been assimilated by other states that have seen the need to adopt to it while others have been dictated to adopt the idea. For instance, the third world countries which depend mostly on financial assistance from the West have been forced to strictly follow this policy through the World Bank or even the IMF. Despite the policy having competition from states that prefer socialism to capitalism, it has continued to dominate the business world especially after the collapse of the socialism era (Barry 1993). How the policies of liberal business have managed to dominate in business up-to-date For many years, the liberal form of economy has been dominating the business world. Furthermore, updating of the classical liberal economy to the now neo liberalism has contributed numerous terms of dominating the business empire. For instance, it has played a vital role in the economic policy making in US and the UK, dominated economic policymaking in the US an d the UK. Although the theory has faced numerous oppositions in the business world, it has continued to dominate some parts of the world in its own way. A good example is the third world countries have been forced to adopt the liberal policies through organizations like the IMF and the World Bank (Jason 2005). There was a comeback in the old religion of classical liberalism, through academic economics, and then in the real field of public policy. The neo-liberalism has been clearly viewed as an economic theory, as well as, a platform of policy making. Due to its capitalism nature, the market is free for individual choices that are able to meet the ultimate goals of economic success together with its distributional procedures (Barry 1993). In most cases, the state has very little command in terms of property rights, law enforcement, and limiting the amount of profit an individual or company has made. For this reason, a state cannot act as a mediator because of mistrust amongst the bu siness partners. The policy on liberal economic theory is mainly based on the regulation of welfare state whereby, there is privatization of public assets, tax regulation, and business regulation. Additionally, this it has embraced the investing class too. Internationally, liberalism encourages liberated transit of goods and services across the borders globally (Andrew 2008). The policy has been a success by ensuring that different corporations, individual investors, as well as, the banks are free to transact any form of business without being limited by the boundaries of a state despite such action being not part of the liberalism policy. In 1970s, economist viewed the liberal theory as just a temporal solution towards the economic in stability at that time. This is because the key Asian regulations’ policies never solved their solutions at that particular moment. The only possible solution was to shift their attention to the liberal policies, which was their only way out to counter the obstacles that hindered them from making any substantial profit (Andrew 2008). However, the policy proved to be adoptive on a more permanent basis rather than being a temporal solution. Such policies have made it possible for the likes of politicians such as Margret Thatcher of the UK and her US counterpart Ronald Reagan to be on the map of success under their parties’ administration in 1990s hence solidifying its dominating ground in the economic world (Sawyer and

College Is Important Essay Example | Topics and Well Written Essays - 1000 words

College Is Important - Essay Example However, it is common knowledge that good educational institutions can contribute a lot towards the overall development of a student’s personality. A classroom very often functions as a cross section of the society to which students have to venture out after their studies. Those students who maintain good communication and inter-personal skills will naturally be better equipped to face the challenges in life gracefully. At the same time, a group environment provides opportunities for timid and uncommunicative students to learn socially desirable behavior pattern in a friendly environment. Instead of typecasting students into various categories, good colleges give equal opportunity for everyone to grow, even as they retain the essence of their inner personality. The challenges one has to meet in a college are comparable to those in real life. One gets enough opportunities to work under pressure and meet deadlines. Peer pressure very often brings the best out of many students. Good teachers guide them through the difficult phases in their learning process, and some teachers even go out of their way to help out students in major crises of life. One learns in colleges to interact diplomatically with people from all spheres of life. The demand to work systematically helps students immensely in their life outside college as well. The sense of discipline in classrooms based on a democratic spirit helps students act properly in situations of conflict. Life in college offers an opportunity to explore one’s socializing skills and also to participate in group sports. The best thing about studying in a big campus is the free access to gym, swimming pool and sports stadium. One gets to make use of such facilities which are otherwise very difficult to afford in life. Those who are inclined to make use of these facilities get an opportunity to combine their studies

Marketing research for apple company Paper Example | Topics and Well Written Essays - 500 words

Marketing for apple company - Research Paper Example According to the recent history, behavioral trends, and industry expertise, particular experiences will drive the uptake of Apple Watch. Apple sold nearly 5 million iPad units in the first two quarters of release and Apple Watch is no exception. According to a study by ABI Research on wearables and smart accessories market research, it was found that iOS will gain a 35% share in the universal smartwatch segment by 2015, just behind Android at 42%.   Studies have indicated that Apple has a track record for developing products which have revolutionized people’s lives. With regard to marketing data, the smart watch will be able to locate the location of consumers. As the wearables become increasingly popular, market research analyst firm has predicted that, in 2015, Apple will successfully dominate the smart-watch market. The shipments of the wearable brands will increase by 129% with 28.2 million of the 43.2 million sold being smart brands, whilst 15 million will be basic brands (Vasanth, 2014). The sources of primary data include surveys and in-depth interviews. According to an in-depth interview conducted on Ryan Raffaeli, an assistant professor at Harvard Business School, he affirms that Apple Watch is certainly the most advanced smart watch on the market currently. Ryan further points out that Apple Watch introduces various incremental innovations which enhance and combine several technologies which have been evolving in the wearables market in the last few years (Harvard Business School, 2014). From the in-depth interview, it can be deduced that Apple Watch brings the greatest functional value to the consumer. The smartwatch brings forth user integration within their existing ecosystem. Apple Watch can track biometric and personal data. By forming partnerships with the health care industry, it can improve consumer health and wellness. It

College Is Important Essay Example | Topics and Well Written Essays - 1000 words

College Is Important - Essay Example However, it is common knowledge that good educational institutions can contribute a lot towards the overall development of a student’s personality. A classroom very often functions as a cross section of the society to which students have to venture out after their studies. Those students who maintain good communication and inter-personal skills will naturally be better equipped to face the challenges in life gracefully. At the same time, a group environment provides opportunities for timid and uncommunicative students to learn socially desirable behavior pattern in a friendly environment. Instead of typecasting students into various categories, good colleges give equal opportunity for everyone to grow, even as they retain the essence of their inner personality. The challenges one has to meet in a college are comparable to those in real life. One gets enough opportunities to work under pressure and meet deadlines. Peer pressure very often brings the best out of many students. Good teachers guide them through the difficult phases in their learning process, and some teachers even go out of their way to help out students in major crises of life. One learns in colleges to interact diplomatically with people from all spheres of life. The demand to work systematically helps students immensely in their life outside college as well. The sense of discipline in classrooms based on a democratic spirit helps students act properly in situations of conflict. Life in college offers an opportunity to explore one’s socializing skills and also to participate in group sports. The best thing about studying in a big campus is the free access to gym, swimming pool and sports stadium. One gets to make use of such facilities which are otherwise very difficult to afford in life. Those who are inclined to make use of these facilities get an opportunity to combine their studies

Victims’ Rights and Vengeance Essay Example for Free

Victims’ Rights and Vengeance Essay I believe that current state of victims’ right in America is better than it has been in the past thirty years. Thirty years ago, victims had few legal rights to be informed, present and heard within the criminal justice system. Victims did not have to be notified of court proceedings or of the arrest or release of the defendant, they had no right to attend the trial or other proceedings, and they had no right to make a statement to the court at sentencing or at other hearings. Moreover, victim assistance programs were virtually non-existent. Today, every state has an extensive body of basic rights and protections for victims of crime within its statutory code. Victims rights statutes have significantly influenced the manner in which victims are treated within the federal, state, and local criminal justice systems. 2004 Crime Victims’ Rights Act I believe that the 2004 Crimes Victims’ Rights Act has been effective to some extent. The CRVA helps victims assert and encourage enforcement of victims’ rights. It promotes compliance with victims’ rights laws. Funds grant programs and other activities to implement provisions. Provides an enforcement mechanism for rights delineated in the Act. The CRVA may legitimately consider to go too far and give victims undue rights at the expense of a fair trial. For instance, it allows them to â€Å"be heard at any proceedings related to the offence, regardless as to whether or not their input is relevant or appropriate. It is based on a very naive view of crime and criminal procedure; it assumes that all victims are innocent people attacked by dangerous criminals. However, a lot of crime victims dont fit  that category- many crimes have no clear victim, some victims are large corporations, and in a very large percentage of cases, the victims are criminals themselves. This amendment isnt necessarily appropriate for all cases and shouldnt be so. Vengeance Personally I do believe that vengeance does fix anything. Punishment should be a form of vengeance but a form of deterrence, detainment, and rehabilitation of the offender so that he or she will not cause any more harm to others. Vengeance does not bring the people that have been lost back. Fixing the issues can prevent more casualties from happening. The American tough on crime stance taken by elected officials from across the political spectrum has not halted the resurgence of crime in the last few years, nor has it helped prevent ex-inmates from once again ending up behind bars. The criminal justice system needs to spend more money in the parole, probation, and rehabilitation structure because clearly â€Å"punishment† alone isn’t working. Survivors Network of those Abused by Priests (SNAP) I agree with the actions of Survivors Network of those Abused by Priests because it is an organization that specializes in helping women and men wounded by religious authority figures such as priests, ministers, bishops, deacons, nuns and others. Before SNAP many sexual abused cases were not reported or taken to court. The SNAP organization helps the victims of a sexual abuse crime by a religious authority get the information, support, and psychological help that they need. Its claims have been validated, and a few though hardly all of its recommendations have been implemented by the church hierarchy. SNAP’s advocacy on the Catholic scandal also helped push the reality of sexual abuse into the public consciousness to the point that victims can regularly win in courts and get a hearing in the media, and they are much more likely to come forward to tell their stories, whether they were abused by clergy or by athletic coaches or Boy Scout leaders. References: Crime Victims Rights Act http://www.justice.gov/usao/eousa/vr/crime_victims.html Survivors Network of those Abused by Priests http://www.snapnetwork.org/resources Crime Victims’ Rights http://www.ovc.gov/rights/legislation.html Crime, Punishment and Vengeance in the Age of Mass Imprisonment http://www.alternet.org/story/50464/crime,_punishment_and_vengeance_in_the_age_of_mass_imprisonment

The Effective Learning Strategy In English

The Effective Learning Strategy In English Speaking is considered to be one of the most difficult skills in English learning. As one of the receptive skills, speaking is the foundation to develop other language skills. For a long period of time, the teaching of English in China has mainly focused on the teaching of reading and writing in the early stage of learning and neglected the teaching of listening and speaking. Many teachers are puzzled at the situation in the English class: though many students can get a good mark in English test, not all of them can perform well in listening and speaking. But the primary function of language is for interaction and communication. So how to improve learners oral communicative competence is a significant problem that each language teacher has to face, especially for the 12 to 15-year-old junior middle school students. But as their teachers, their oral English is very important. In China, oral English learning has been the weak point. It is of necessity to investigate factors which may o bstruct or enhance oral English acquisition. They reflect on what was wrong with the teaching and try to find out the solutions to these problems. And it is obvious that the learners do not have enough and effective listening and speaking practice in a scientific way. Through our research, we know that the students are mainly influenced by the affective learning strategies. This article starts from the affective learning strategies, analyses the relations between the learners oral English ability and the affective learning strategies. At last, this article also gives some suggestions for the English learners in junior middle school. 1 Introduction With the rapid development of the society, frequent communication among different nations and the rapid development of the international trade, more and more English majors will be needed. So to teach the students to be excellent English talents is an important and difficult task. In recent years, more and more scholars and researchers have paid much attention to the learning methods in order to improve their learning ability and achievement. In my own school and university experience, I found that students learning ability and achievement has much to do with the language learning strategies, especially the affective learning strategies. As we know, language learning strategies are what the teachers and students should know in their teaching and studying. In my middle school time, it reminds me that most of my English teachers did not view learning strategies as a priority and even the few who did care about them knew little or nothing to apply them to their teaching or to help the s tudents to learn English. Due to this fact, I set down to do some researches and write an article to make a study of the learning strategies. 1.1 Problems In the past decadesà ¯Ã‚ ¼Ã…’much progress has been made in English teaching in China, but there are still some problems that we have to face .One of them is that in spite of consistent practice and hard workà ¯Ã‚ ¼Ã…’many junior high school students can t use English properly after three years of learning, especially their oral English is very poor. They still use the old learning methodsà ¯Ã‚ ¼Ã…’and are passive in English learning. Although teachers always make their students change learning strategiesà ¯Ã‚ ¼Ã…’they cant yet change this kind of embarrassing situation . And there is another phenomenon, many a students can do well in reading and the examinations, but when they are called to give a speech or do some oral exercises, they just can not open their mouth. It seems that there are something stuck in their throat. Both the teachers and students do not know how to solve this problem, so they dont know how to improve their speaking ability. 1.2 Theoretical significance This article mainly discusses the influences of the affective learning strategies on English speaking. So, before we start those points, let us know something about the theoretical significance of studying the learning strategies and oral communication. 1.2.1 The importance of studying the learning strategies It is meaningful and important for us to learn how to employ efficient ways in English learning. Firstà ¯Ã‚ ¼Ã…’autonomous learning is the ultimate goal for English teaching. And one of the most important ways to achieve this is to motivate students to develop their own thinking strategies and learning strategies. In junior high schoolsà ¯Ã‚ ¼Ã…’because of the traditional teaching methodsà ¯Ã‚ ¼Ã…’students cannot develop their own learning strategies .Therefore, it is becoming more and more important to study how to help students develop and use efficient learning strategies. An old proverb tells us what to do in English teaching .It goes Give a man a fish and he will eat it up for a day à ¯Ã‚ ¼Ã…’but teach him how to fish and he will have fish to eat. So to help students to develop their own affective learning strategies is just like teaching them how to fish. So in English teaching it is very important to teach students how to develop learning strategies .If they master the ways to develop learning strategies and use them freely and correctly ,students can not only improve their English fastà ¯Ã‚ ¼Ã…’but also enhance their sense of responsibility in learning English . 1.2.2 The importance of oral communication In peoples daily lives most of them speak more than they write, so speaking is fundamental to human communication. Many students equate being able to speak a language as knowing the language and therefore view learning the language as learning how to speak the language, or as Noonan (1991) wrote, success is measured in terms of the ability to carry out a conversation in the target language. Therefore, if the students do not learn how to speak or do not get any opportunity to speak in classroom they may soon get de-motivated and lose interest in learning. With Chinas entry into WTO and successful bidding for holding 2010 EXPO in Shanghai, the need for proficient English speakers is surely increasing, which means more opportunities for those who can speak fluent English in their own fields. In order to meet this challenge and seize the opportunity, the students not only want to have profound knowledge for English reading and writing, but also need the ability to have oral communication with foreigners in English. So to improve the students ability of oral English is becoming an important task. 2. A General Review of Affective Learning Strategies In the September of 2000, the new English Course Standard for the Basic Education Stage was issued and tried out. Its greatly different from the past syllabus. The teaching contents and goal of the course standard includes skills, knowledge, culture, affective strategies and so on. Both The Syllabus for Junior Middle School English Course of the Nine year Fulltime Compulsory Education (Revised) and The Syllabus for Full-time Senior Middle School English Course mentioned To help the students develop the effective English learning strategies as the teaching goal. The problem here is that we failed to get proper affective learning strategies organized in teaching and learning practice. So the brief review of the foreign and Chinese applied linguists researches about the affective learning strategies in the latest years should be taken at first. And it starts from the following aspects: 2.1 The definition of affective learning strategies Affective strategies concern the ways in which learners interact with other learners and native speakers or take control of ones own feelings on language learning. Examples of such strategies are cooperation and question for clarification. The term affective refers to emotions, attitudes, motivations, and values. It is impossible to overstate the importance of the affective factors influencing language learning. Language learners can gain control over these factors through affective strategies. The affective domain is impossible to describe within definable limits, according to H.Douglas Brown. It spreads out like a fine-spun net, encompassing such concepts as self-esteem, attitudes, motivation, anxiety, culture shock, inhibition, risk taking, and tolerance for ambiguity. The affective side of the learner is probably one of the very biggest influences on language learning success or failure. Good language learners are often those who know how to control their emotions and attitudes about learning. Negative feelings can stunt progress, even for the rare learner who fully understands all the technical aspects of how to learn a new language. On the other hand, positive emotions and attitudes can make language learning far more effective and enjoyable. Teachers can exert a tremendous influence over the emotional atmosphere of the classroom in three different ways: by changing the social structure of the classroom to give students more responsibility, by providing increased amou nts of naturalistic communication, and by teaching learners to use affective strategies. Self-esteem is one of the primary affective elements. It is a self-judgment of worth or value, based on a feeling of efficacy-a sense of interacting effectively with ones own environment. Low self-esteem can be detected through negative self-talk, like boy, am I a blockhead! I embarrassed myself again in front of the class. The three affective strategies related to self-encouragement help learners to counter such negativity. A mount of anxiety sometimes helps learners to reach their peak performance levels, but too much anxiety blocks language learning. Harmful anxiety presents itself in many guises: worry, self-doubt, frustration, helplessness, insecurity, fear, and physical symptoms. Tolerance of ambiguitythat is the acceptance of confusing situations-may be related to willingness to take risks (and also reduction of both inhibition and anxiety). Moderate tolerance for ambiguity, like moderate risk taking, is probably the most desirable situation. Learners who are moderately tolerant of ambiguity tend to be open-minded in dealing with confusing facts and events, which are part of learning a new language. In contrast, low ambiguity-tolerant learners, wanting to categorize and compartmentalize too soon, have a hard time dealing with unclear facts. Again, self-encouragement and anxiety-reducing strategies help learners cope with ambiguity in language learning. 2.2 Classification of affective learning strategies There are two kinds of classifications: Chamot and OMalleys and Oxfords a: Chamot and OMalley (1990) recognized three affective/social strategies: cooperation, questions for clarification, and self-talks. b: Oxford (1990), otherwise, gave some more detailed items: lowering your anxiety, encouraging yourself, and taking your emotional temperature for affective strategies; and asking question, cooperating with others, and empathizing with others for social strategies. In this paper, I mainly talk about Oxfords classification of the affective strategies. As shown in Figure 1 A. Lowering your anxiety (Using progressive relaxation, deep breathing, or meditation, Using music, Using laughter) Affective strategies B. Encouraging yourself(Making positive statements, Taking risk wisely, Rewarding yourself) C. Taking your emotional temperature(Listening to your body, Using a checklist, Writing a language learning diary) 2.2.1 Lowering your anxiety Three anxiety-reducing strategies are listed here. Each has a physical component and a mental component. Firstly, using Progressive Relaxation, Deep Breathing, or Meditation: Use the technique of alternately tensing and relaxing all of the major muscle groups in the body, as well as the muscles in the neck and face, in order to relax; or the technique of breathing deeply from the diaphragm; or the technique of meditating by focusing on a mental image or sound. Secondly, using Music: Listen to soothing music, such as a classical concert, as a way to relax. Thirdly, using Laughter: Use laughter to relax by watching a funny movie, reading a humorous book, listening to jokes, and so on. 2.2.2 Encouraging yourself This set of three strategies is often forgotten by language learners, especially those who expect encouragement mainly from other people and do not realize they can provide their own. However, the most potent encouragementand the only available encouragement in many independent language learning situationsmay come from inside the learner. Self-encouragement includes saying supportive things, providing oneself to take risks wisely, and providing rewards. Making Positive Statements: Say or write positive statements to oneself in order to feel more confident in learning the new language. Taking Risks Wisely: Push oneself to take risks in a language learning situations, even though there is such a chance of making a mistake or looking foolish. Risks must be tempered with good judgment. Rewarding Yourself: Give oneself a valuable reward for a particularly good performance in the new language. 2.2.3 Taking your emotional temperature The four strategies in this set help learners to assess their feelings, motivations, and attitudes, in many cases, to relate them to language tasks. Unless learners know how they are feeling and why they are feeling that way, they are less able to control their affective side. The strategies in this set are particularly helpful for discerning negative attitudes and emotions that impede language learning progress. Listening to Your Body: Paying attention to signals given by the body. These signals may be negative, reflecting stress, tension, worry, fear, and anger; or they may be positive, indicating happiness, interest, calmness, and pleasure. Using a Checklist: Use a checklist to discover feeling, attitudes, and motivations concerning language learning in general, as well as concerning specific language tasks. Writing a Language Learning Diary: Writing a diary or journal to keep track of events and feeling in the process of learning a new language. Discussing Your Feeling with Someone Else: Talking with another person (teacher, friend, relative) to discover and express feelings about language learning. 3. The Influence of Affective Learning Strategies on Speaking This article focuses on discussing about the influences of the affective learning strategies on oral English for junior high school students, which is also the researching point. We want to find out how does them influence the junior high school students oral English, and then according to what we found we can make some suggestions. The following paragraphs will talk about the influences of three different affective strategies on speaking in detail. 3.1 The influence of lowering your anxiety As we all know in recent years, more and more foreign language researchers have taken learner variables, especially affective factors into consideration. Among the affective factors influencing language learning, especially oral English speaking, anxiety ranks high. Psychologically speaking, anxiety refers to the intense and enduring negative feeling caused by vague and dangerous stimuli from the outside as well as the unpleasant emotional experience involved, such as anticipation, irritation and fear. While language anxiety is the fear or apprehension occurring when a learner is expected to perform in the second language learning, it is associated with feeling such as uneasiness, frustration, self-doubt, apprehension and tension. In my own experience, I and also my friends and classmates have anxiety problems, when we participate in the English corner or give a speech; they impede us to carry on. There are many other similar cases can be found. So lowering your anxiety becomes very important. Lowering your anxiety can help you accomplish your learning tasks more peacefully and more efficiently. 3.2 The influence of encouraging yourself Confidence, also called as self-confidence, is a kind of optimistic emotion that language learners firmly believe they can overcome troubles to gain success. It is also a kind of active and upward emotional inclination that their real values can be respected by other people, collective, and society. Confidence is an important quality formed in the process of peoples growth and success, and was built on the basis of their right cognition. Setting confidence is to evaluate correctly himself, look for his merits, and affirm his capability. People often say that it is important for them to know themselves wisely. This wisdom embodies in not only seeing their merits, but also in analyzing their shortcoming. In fact, everyone owns great potentials, and everyone possesses his advantages and strong points. If we can objectively evaluate ourselves and on the basis of knowing our disadvantages and weak points to encourage ourselves, our strong sense of self-esteem and confidence can be stimula ted. Confidence is to be a kind of active affective factor. As for foreign language learners, if you want to succeed, you should possess the major quality confidence. It often plays a decisive role in foreign language learning. Confidence is just like catalyst of foreign language learners competence and can make all potentials be transferred, and let their potentials bring into play. However, foreign language learners who are lacking in confidence often hold suspicion on their competence. They often embody negative weakness, or lack stability and initiative. They should change their attitudes on the foreign language learning, build enough confidence. As a matter of fact, encouraging yourself is a very important way to gain confidence. So we can know how significant role does encouraging yourself play in improving the learners speaking ability. 3.3 The influence of taking your emotional temperature Emotion, as we know plays a very important role in our life as well as in our language learning. Good emotions can help you lead a happy life and it also can help you do an excellent job when you are communicating with the others or making a speech to the public. On the contrary, bad emotions can help you nothing but ruin you instead. This strategy taking your emotional temperature helps learners to assess their feelings, motivations, and attitudes and, in many cases, to relate them to language tasks. Unless learners know how they are feeling and why they are feeling that way, they are less able to control their affective side. The strategies in this set are particularly helpful for discerning negative attitudes and emotions that impede language learning progress, and especially oral English learning progress. Through this set of strategies, the English learners can improve their speaking ability in a short time. 4. Findings and Analysis In order to make this article more persuadable and authoritative, I made a questionnaire and also make an analysis. The aim of making findings and analysis is also to find the factors which impede the junior school students oral English ability, and then according to what we have found we can give some useful and effective suggestions to them. 4.1 Data collection 30 questionnaires were distributed and 27 were returned. All incomplete questionnaires were discarded because the results could not be described and analyzed unless all items were answered. In total, the data from 27 fully completed questionnaires were analyzed. All the questions are designed according to the affective strategies I mentioned in this thesis. 4.2 Data analysis According to the questionnaires, I made a date analysis. I analyzed the proportion of students, who choose these options. And also I analyzed the proportion of them who had the speaking obstacles and who failed to adopt the useful ways to help them to train their affective strategies. These will be shown in the following two tables. 4.2.1 Application of affective learning strategies in a junior middle school The table below shows that in general students sometimes use the affective strategies, although the level of use by strategy category differs in one way or another. The capitalized letter A, B, C, D, E orderly meansà ¯Ã‚ ¼Ã… ¡I never or almost not do that, I usually dont do that, I sometimes do that, I usually do that and I always or almost always do that. The items from 6 to 16 refer to the questions about the affective strategies. The figures in the blanks are the percent of how many students choose the items A, B, C, D, and E. The appendix at the end of this article will give you a more detailed explanation. From the table, a conclusion can be drawn that almost half of the students feel nervous or shy when they speak English, and the most important thing is that 51.9% of them cannot get rid of being nervous and 85.2 of them face the affective factors by themselves. They seldom talk about these things with others. And 70.4% of the students do not use music to lower their anxiety before they give a speech, when it refers to writing English diaries, it is even more serious. In all, the reason why this phenomenon occurs is that the students have a short cognition on the affective learning strategies. If they wanted to improve their speaking ability, the teachers should help them to have a comprehensive knowledge about them and help them apply them to their study. So the affective strategies should be paid attention to. 5 Suggestions From the above analysis, besides the learners specific difference, social condition and learning task also greatly influence and restrict the students learning motivation and their learning strategy applications. The middle school students in our country need a better condition for their foreign language learning, which includes the richer understandable language input, especially the oral input; they also need more chance for practicing and using the foreign language. An ancient proverb says: Give a man a fish and he eats for a day. Teach him how to fish and he eats for a life-time. I think that guiding the students to improve some effective English learning strategies is a kind of approach to give a man a fish in order to expect him to eat for a life-time. So it is very important to teach the students the learning approaches and the learning strategies in order to develop their foreign language learning ability. If the students master the strategy knowledge and use the strategies f reely and correctly, they can not only accelerate the foreign language learning, but also strengthen their learning sense of responsibility, autonomy, independence, and self-guiding and self- efficiency. Then the students inner learning motivation is aroused, so they can elaborate the facial role in the learning process, accelerate the English acquisition. Based on the above analysis and discussion, I want to give the following suggestions: 5.1 Improving speaking ability This article has just presented the definition and the classification of the affective strategies in the first few parts. We know the functions of these affective strategies, but that is not enough. If we want to improve our speaking ability, we should know how to apply them to speaking. The following parts will talk about it in detail. a). As it mentioned above, anxiety is a big negative factor which impede the English learners speaking. So we must lower our anxiety before we make a conversation. And there are some ways to help us to do that. Use progressive relaxation, deep breathing, or meditation, music, and laughter. When we are going to make a speech or do some oral exercises we can use these strategies. b). Encourage yourself is also a very important strategy to help you to improve your speaking ability. And there are also three ways to encourage yourself. When we are studying, we can make some positive statements to remind us that we can do it, we can accomplish the tasks successfully. Here are some examples: I understand a lot more of what is said to me now. I am confident and secure about my progress. I can get the general meaning without knowing every word. And also when we train our speaking, we can take some risks wisely. May be we are always do the easy speaking tasks which may not be effective to us anymore, so we can challenge ourselves and do some difficult ones. The last way is that give yourself a reward when you gain something. But you should remember the rewards need not be tangible or visible. They can also come from the very act of doing a good job. Students can learn to relish their own good performance. c). Taking your emotional temperature is one of the affective strategies. This set of strategies for affective self-assessment involves getting in touch with feelings, attitudes, and motivations through a variety of means. Language learners need to be touch with these affective aspects, so that they can begin to exert some control over them. The strategies described here enable learners to notice their emotions, avert negative ones, and make the most of positive ones. When the learners use this set of strategies they should take the following aspects into consideration. First, they should listen to their body. One of the simplest but most often ignored strategies for emotional self-assessment is paying attention to what the body says. Second, use a checklist. A checklist helps learners in a more structured way to ask themselves questions about their own emotional state, both in general and in regard to specific language tasks and skills. Third, discuss your feeling with someone else. 5.2 Training affective learning strategies At the first of this article, it mentions the importance of studying affective learning strategies. According to that, we know it is important and necessary to study them. So the training of affective learning strategies is a must. 5.2.1 Goals of learning strategy training The goal of strategy training is to teach students how, when and why strategies can be used to facilitate their efforts at learning and using a foreign language. By teaching students how to develop their own individualized strategy systems, strategy training is intended to help students explore ways that they can learn the target language more effectively, as well as to encourage students to self-evaluate and self-direct their learning. The first step is to help learners recognize which strategies theyve already used, and then to develop a wide range of strategies, so that they can select appropriate and effective strategies within the context of particular tasks. Carrell (1983) emphasizes that teachers need to be explicit about what the strategy consists of, how, when, why it might be used, and how its effectiveness can be evaluated. A further goal of strategy training is to promote learners autonomy and learners self-direction by allowing students to choose their own strategies, without continued prompting from the language teacher. Learners should be able to monitor and evaluate the relative effectiveness of their strategy use, and more fully develop their problem-solving skills. Strategy training can thus be used to help learners achieve learning autonomy as well as linguistic autonomy. Students need to know what their abilities are, how much progress they are making and what they can do with the skills they have acquired. Without such knowledge, it will not be easy for them to learn efficiently. The strategy training is predicted on the assumption that if learners are conscious about and become responsible for the selection, use and evaluation of their learning strategies, they will become more successful language learners by improving their use of classroom time, completing homework assignments and in-class language tasks more efficiently, become more aware of their individual learning needs, taking more responsibility for their own language learning, and enhancing their use of the target language out of class. In other words, the ultimate goal of strategy training is to empower students by allowing them to take control of the language learning process. 5.2.2 Models for affective learning strategy training Before talking about the models for affective learning strategies, I want to emphasize that learning environment is very important for training strategies. When the students meet some difficult problems, they should turn to advanced teaching facilities. It is not just a good way to study but also a very good learning strategy. So the school should take it into consideration. By now, at least three different instructional frameworks have been identified. They are Pearson and Dole model, Oxford model, and Chamot and OMalley model. They have been designed to raise student awareness to the purpose and rationale of affective learning strategy use, to give students opportunities to practice the strategies that they are being taught, and to help them understand how to use the strategies in new learning contexts. Each of the three approaches contains the necessary components of explicit strategy training: it emphasizes discussions about the use and value of strategies, encourages conscious and purposeful strategy use and transfer of those strategies to other contexts, and allows students to monitor their performance and evaluate the effectiveness of the strategies they are using. (1) Pearson and Dole model The first approach to strategy training has been suggested by Pearson and Dole (1987) with reference to first language, but it can also be applied to the study of second and foreign languages as well. This model targets isolated strategies by including explicit modeling and explanation of the benefits of applying affective , extensive functional practice with the strategy, and then an opportunity for transfer of the strategy to new learning contexts. Students may better understand the applications of the various strategies if they at first modeled by the teacher and then practiced individually. After a range or a set of affective strategies have been introduced and practiced, the teacher can further encourage independent strategy use and promote learners autonomy by encouraging learners to take responsibility for the selection, use, and evaluation of the affective strategies that they have been taught. Pearson and Doles sequence includes: 1. Initial modeling of the strategy by the teacher, with direct explanation of the strategys use and importance; 2. Guided practice with the strategy; 3. Consolidation , teachers help students identifiy the strategy and decide when it might be used; 4. Independent practice with the strategy; and 5. Application of the strategy to new tasks. (2) Oxford model As for the second approach to strategy training, Oxford et al. (1990) outline a useful sequence for the introduction of the affective strategies that emphasizes explicit strategy awareness, discussion of the benefits of strategy use, functional and contextualized practice with the strategies. This sequence is not prescriptive regarding strategies that the learners are supposed to use, but rather descriptive of the various strategies that they could use for a broad range of learning tasks. The sequence they is the following: 1. Ask learners to do a language activity without any strategy training; 2. Have them discuss how they did it, praise any useful strategy and self-directed attitudes that they mention, and ask them to reflect on how the strategies they selected may have facilitated the learning process; 3. Suggest and demonstrate other helpful strategies, mentioni