Mission. To Provide A Safe Zone For Animals By Providing

MISSION To provide a Safe Zone for animals by providing quality, safe enviorment, exhibiting loving and humane behavior. As well as to advocate to others as well humane behavior to reduce suffering in the world. Our program provides rescue, rehabilitation, and safe zone to abandoned, neglected, and abused animals. THE ORGANIZATION †¢ This proposal is to fund emergency rescue, rehabilitation, and safe environment. †¢ Safe Zone is a non-profit organization. It is an organization that helps abused animals and providing them with their own safe zone. †¢ This organization is a part of a wide collection of animal shelters and rescue organizations that help to create a safety zone from abuse, killings and inhumane actions towards animals. Instead†¦show more content†¦Ã¢â‚¬ ¢ Most of our programs money goes directly to the security of the animals as well as health care such as rehabilitation and rescue. (budget and financial reports available upon request) with the remaining 5% supporting administration and fund raising. We are very welcoming of volunteers and new members. The more we have the merrier. However for us to expand globally and provide more assistance to abandoned animals we will need more funding. We want to help as many animals as possible and give them the proper life they deserve as well as continuing to advocate their safety. †¢ FUNDS NEEDED With a grant of around $330,000 for ever year to support our emergency rescue and rehab fund. Will go towards the organization project descriptions below†¦ PROJECT DESCRIPTIONS. †¢ Emergency Rescue and Rehabilitation – This is the most cost intensive part of our work, and the aspect that often requires fast funding so we can act quickly to provide emergency medical care and rescue services. Through negotiation, collaboration, and legal assistance when necessary, we get animals removed from abusive environments. We work to get animal cruelty laws enforced. Animals rescued from severe abuse and neglect usually have severe health challenges, frequently related to starvation, dehydration, and physical abuse. First priority is major medical care, medicine as needed, and good nutrition. Our organization does not use cages orShow MoreRelatedSafe Zone Grant Proposal Essay1192 Words   |  5 PagesSAFE ZONE GRANT PROPOSAL MISSION To reduce suffering in the world and advocate humane behavior through providing rescue, rehabilitation, and safe zone to abandoned, neglected, and abused animals. THE ORGANIZATION †¢ This proposal is to fund emergency rescue, rehabilitation, and safe environment. †¢ Safe Zone is a non-profit organization. It is an outgrowth of rescue efforts that helps abused animals and providing them with their own safe zone. This organization although requires the financial supportRead MoreAmerican History Retells World War II1232 Words   |  5 Pagescommunication. The U.S. Military, struggling with a communication disadvantage in the early stages of WWII proposed to employ Native Americans and their language into combat, Philip Johnston championed the concept of the Navajo and their language to provide the U.S. with a tactical advantage. Mr. Johnston grew up on the Navajo reservation in his adolescent years. During this time, he would adopt an understanding of the Navajo language and culture. Johnston would eventually fight in WWI and return toRead MoreMy Organization Proposition Flap, Or Future Leaders Adventure Program Essay1751 Words   |  8 Pagesopportunities and leadership growth through both speakers and outings. In this paper, I will address FLAP’s mission, vision, goals, HR policies, and argue that my human resource frame is best suited for the organization. FLAP’s mission is, â€Å"Empowering leaders of the future through opportunities to explore, engage, and influence.† The â€Å"explore† portion of the mission statement encompasses FLAP’s desire to provide kids and teens with a means to explore their community through the guidance of nurturing adultsRead MoreComparative Study of Organic Farming Policy of M.P, Sikkim, Karnataka and Kerala States of India7559 Words   |  31 Pagesthe policy is addressing the following issuesï  ¶ Is the main thrust on livelihoods and improving net returns of farmers, or is it about export and niche markets? ï  ¶ Does the policy emphasise on internalisation of farm inputs or is it created for providing opportunities to the organic industry, where farmers will buy things from various input factories/entities/outfits? ï  ¶ Have farmers institutions and empowerment been emphasised upon, for sustainability of the effort? ï  ¶ Is there convergence betweenRead MoreMarketing2539 Words   |  11 PagesTABLE OF CONTENT 1.1 Understand the organizational purposes of business †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 2 Vision†¦.†¦.†¦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‚¬ ¦..†¦2 Mission..†¦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‚¬ ¦.............................2 Objective†¦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‚¬ ¦..3 Goal†¦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‚¬ ¦.3 2.1 Economic systems attempt to allocate resources effective†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......4 Economy market†¦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 Command market†¦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 Mixed market†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreAgro Business Plan3798 Words   |  16 Pagesproducts will be processed and packed to be distributed in the market in competitively reasonable price. 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The New Weave- Culturally Inclusive Curriculum Free Essays

The New Weave- Culturally Inclusive Curriculum A ‘culturally inclusive curriculum’ is the planning and delivery of education to ensure that social and cultural perspectives are reflected in all aspects of teaching and learning across the curriculum. Any part of the curriculum cannot be primarily altered by the teacher, so in order to adapt a culturally inclusive curriculum a collaborative support is needed as a means of creating sustainable change and improvement that integrates successful outcomes of programmes into mainstream schooling practice. The needed support will rely on expertise, decisions and the involvement of key stakeholders such as; parents, teachers, the community and the Education Department in establishing, implementing and monitoring the procedures. We will write a custom essay sample on The New Weave- Culturally Inclusive Curriculum or any similar topic only for you Order Now Going through all this procedures is as important as culturally inclusive will not only involve within the classroom but within the community and the school. This assignment will be discussing the importance of culturally inclusive curriculum to students learning, then describe how as a teacher would facilitate the sharing of cultural experiences of students, outline the challenges faced when facilitating of cultural experiences and how it was dealt with and finally the concluding with the fact that diverse cultures in schools is emerging. Education is an introduction to worthwhile learning with teaching methods that must be morally accepted. Culture is the background or foundation of a person’s upbringing within their society which includes their store of important knowledge, skills and values expressed through their language and passing them on to the younger generation for the sake of cultural continuity and survival. In this context, education and culture are inextricably linked since the content of all education has value of structure that is associated with a particular cultural scheme. As education and culture are inextricably linked, culturally inclusive curriculum is a vital approach to the education system. In most Oceanic societies today, traditional cultural values underpin much of what people emphasise and think about, and continue to be the framework that people use to justify their behaviour and to explain the behaviour of others†. (Thaman, 1988). To embrace the knowledge of diverse cultures of all students in education is to understand the cultural backgrounds of the students, from there, teac hers will be able to create a learning space for their students’ which is known as ‘culturally inclusive curriculum’. With different cultural backgrounds and heritage ‘culturally inclusive curriculum’ is based on reflecting on students’ prior knowledge, views, values and understanding, teachers can then build on that foundation with activities and resources that are familiar to the students. The importance of a ‘culturally inclusive curriculum’ approaches have various benefits in the classroom, the school and the community. The Solomon Islands Education Strategic plan 2002-2004 takes this into consideration when it states: †¦there is an acceptance that education has increased tensions with communities†¦The education system is seen by many as being unconnected and antagonistic to the social and cultural values on which Solomon Island communities and society is based†¦Education must be available to all regardless of gender, ethnicity and socio-economic background of citizens. (Ministry of Education, Solomon Islands 2002:1-2). The approaches will be describing how a teacher would facilitate the sharing of cultural experiences of students which with benefits that will explain the essential features that will reflect back towards the students’ wellbeing that will be focused on enhancing students learning. The approaches are: Teaching programs will meet the specific needs of students from diverse backgrounds to ensure equitable learning outcomes where students are provided with support to develop language and literacy proficiency. While English is the major shared language within the Pacific Island countries, it can be used as a tool and mean of communication for our literacy and language development of the social, cultural, community and economic vitality of our nation to draw upon adoption of cultures such as language and a wide variety of languages other than English. Activities that they will be able to relate to, for example are: 1. Sharing ideas of the different uses of plants for medicinal purposes and other uses and plant names. This idea will bring students to able to make connections with other cultures as some plant names and uses will be similar. e. g. similar names of coconut; ini- Nauruan, naniu- Fijian and niu- Tongan and Hawaiian. 2. A discussion, students share stories of adapted languages. e. g. Story of how the Ikiribati and the Nauruan adopted a word A European boy came off a ship with a pet dog, the Ikiribati and the Nauruan bserved carefully at the strange looking creature and they asked each other, â€Å"What is it called? † The European boy called his dog, â€Å"come here Rover† The Ikiribati went back to his people and told them that the creature (dog) is called a ‘Dagamea’ as from the word ‘come here’. The Nauruan went back to his people and told his people that the creature (dog) is called ‘Robar’ as from the word ‘Rover’. Un til now in Kiribati, dagamea mean dog and in Nauru, robar means dog. These benefits are: Schools actively engage with parents and community members from diverse backgrounds to support the engagement and learning of their children this will enable the classroom to become an independent space which promotes open dialogue and communication to allow for personal and social education and will also encourage a cooperative learning. Students will develop an understanding and respect for different cultures, religions, values and views, as they are able to understand and see the similarities between their own cultural backgrounds and other cultures and relate to them. Diverse cultural backgrounds of all students are recognised and valued so no students are being left out but will be given the opportunity to express and share their own cultural background and build on their prior knowledge in a diverse and meaningful way this will enable students to gain confidence in their self image. The inference are the approach will analyse the cultural similarities, it is human nature that having something in common always attract interest and will create a diverse society within the classroom. Students will view that culture is a web of interrelationships and will provide meaning to and a framework for their existence in a particular society†. (Thanman , 2001). Pacific education must prepare our children for the reality of life beyond the walls of the classroom, the schoolyard and their familiar society; they must be a prepared for the complex life beyond their comfort zone, but to prepare them to inculcate values and character that would enable full a nd positive participation in both local cultural community life and in the global community. However, there is yet another perspective of the issue concerning the idea of sharing cultural experiences of student which are the challenges teachers will face when utilizing the idea. It is always best to speculate and evaluate the idea of adopting changes and the pedagogy used. In spite of the importance highlighted of the idea of sharing cultural experiences let us not overlook the challenges which the teacher will be facing. Challenges that I may be facing as a teacher are to mention a few are; trying to get to know all the cultural background of all my students and not leaving one behind due to my lack of knowledge and understanding, coming to terms with my own cultural beliefs, religion and values into accepting other beliefs, religions and values and the limited understanding of what curriculum reform was about and unable to satisfactorily implement the new curricula. Trying to get to know all the cultural background of all my students and not leaving one behind due to my lack of knowledge and understanding, is as a teacher, more research, planning and extra hard work have to be carried out. As some cultural experiences maybe dominant than the other, as a teacher I have to try to balance them out and be resourceful and creative in planning activities to be made as equally interesting and not letting one culture dominate the other. Coming to terms with my own cultural background, religion and values and accepting other beliefs, religions and values. As an adult without the opportunity of a culturally diverse upbringing or teacher training on the issue, it will be a challenge to understand and interrelate with other cultural beliefs especially when it comes to religion and beliefs. While moulding my students to be culturally diverse I will be going through the same process and learning myself. The limited understanding of what curriculum reform was about and unable to satisfactorily implement the new curricula of ‘culturally inclusive curriculum’. Due to my lack of knowledge of other cultural backgrounds, it will be a challenge to implement or even teach the new cultural inclusive curricula. In conclusion, culturally inclusive curriculum is an important approach in this modern time, as even though there will be challenges when teachers are actually facilitating the sharing of cultural experiences within the classroom. Culture inclusive in our curricula is becoming a demand due to the increase of multicultural backgrounds of students which has brought attention to educators to take action on the issue. Diverse cultures in Pacific schools is increasing so let us use this as an opportunity to prepare our children to be able to strive in the wider global network. Bibliography Ministry of Education, Solomon Islands. 2002. Education strategic plan 2002- 2004. Government of Solomon Islands, Solomon Is. Thaman, K. H. (1988). Ako and Faiako: cultural values, educational ideas and teachers’ role perceptions in Tonga. Unpublished PhD thesis, University of the South Pacific, Suva. Thanman, K. T. (2001). Culturally inclusive teacher education in Oceania. International Education Journel, 26 (5), 1-2. How to cite The New Weave- Culturally Inclusive Curriculum, Papers

Racial Profiling in Florida free essay sample

In American Policing Is the Issue of racial profiling. Many people have different views when It comes to this subject matter. Many people believe that racial profiling is a myth or ploy and is ultimately nonexistent. Others feel that racial profiling does exist and is a key contributing factor that law enforcement officers use to determine whether to perform law enforcement. The topic of Racial Profiling has been passionately debated among citizens, law enforcement officials, policy makers, and legislators at various levels of government.These debates has led to a large umber civil lawsuits nationwide, court-ordered data collection, Investigations Into certain law enforcement agencies, and the passing of various laws mandating cultural diversity training and prohibiting racial profiling practices in various law enforcement agencies. Still, the following questions have not been thoroughly answered: Are African-Americans and other ethnic groups stopped by police because they are more likely to have committed certain types of traffic violations? Is race a significant predictor of being pulled over, cited or s earch by police?Does law enforcement officials target motorists based on race? This research paper will emphatically prove that African-Americans and other ethnic groups are disproportionately cited for traffic violations more often than whites. We will write a custom essay sample on Racial Profiling in Florida or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Racial Profiling is defined as the use of an individuals race or ethnicity by law enforcement personnel as a key factor in deciding whether to engage in enforcement (make a traffic stop or arrest)(Wilson, 2004). Due to public outcry and protest, Racial Profiling has been researched extensively. Most research has found that there Is no relative Information that police disproportionately stop people of color for traffic violations as oppose to white motorists. Others research has shown that some police officers stop motorists of certain racial or ethnic groups because the officers believe that these groups are more likely than others to commit certain types of crimes and traffic offenses. One study stated this study finds that although the police stop a disproportionate number of minorities, the relationship between race and the decision to stop is very weak (James, 2002, p. . ) The study also went to state the some police use traffic stops as a precursor for other criminal violations. In Disparity and Racial Profiling in Traffic Enforcement the author writes: Multivariate models indicate minorities stopped by police are more likely to be stopped at night and to reside outside the city. Minorities are significantly less likely to receive formal sanction than majorities, sugge sting officers are using traffic violations for perceptual stops (Novak, 2004 p. 66. ).This research paper will attempt to analyze the statistics associated with racial profiling In Florida, as well as prove there Is a correlation between minorities being frequently targeted and cited for various violations. This study takes the position that African-Americans and other ethnic groups are objected to frequent traffic stops as well as being overrepresented in the criminal justice system with traffic violations in Florida. To prove this statement, this study will analyze various statistics associated with the issuing of citations per year against the population of Florida.It will also attempt to get the total number of licensed drivers this study will also survey a group of small, culturally diverse, licensed drivers in Florida in an attempt to prove that there is a correlation between race and traffic stops, even on an undersized level. These methods will be used to emphatically rove that African-Americans and other ethnic groups are disproportionately cited for t raffic violations more often than whites. The statistics for this study are derived from the US Census Bureau and the Department of Highway Safety and Motor Vehicles (DHOWS).The DHOWS does keep statistics of citations, the violations occurred, and dispositions, however, they do keep statistics of the gender, race, age, or other information that assist in identifying the make-up of these perpetrators. Also, the DHOWS is limited in the aspect of identifying certain law enforcement agencies that might have the propensity to target a certain group of individuals because of various reasons (I. E. Action, population, etc). Therefore, it would nearly impossible to identify Racial Profiling in Florida. Data from this survey was calculated electronically through an online website. Anonymity was essential in collected this data. The survey was sent out randomly in several emails asking those respondents to complete the survey. The totals and statistics calculated in this survey were from those individuals that completed the survey entirely. There were a total of 11 surveys that were completed. The age range of the respondents were as follows; 6 (54. 5%) of the respondents were between the ages of 26 to 35, 3 (27. %) were between the ages of 36 to 45, and 2 (18. 2%) were between the ages of 46-55. The gender of those respondents was 7 females and 4 males.The ethic background of the respondents were (2) Whites, (6) Black or African-Americans, (2) Latino or Hispanic, and (1) unreported. All of the respondents reported that they were pulled over between O and 3 times within the last year. Additionally, all of the respondents reported that they received between O to 3 traffic citations within the last year. When the question was asked, How many citations you received in the last 10 years, the majority (90. %) reported they had received between 0-5 traffic citations and 1 respondent (901%) reported they had received between 6 to 10 traffic citations. The research in this study has proved inconclusive. Racial Profiling on many levels is difficult to prove. One of the problems that occurred during this research was there variety of statistics on citations issued and disposition of those citations, however they do not record the age, gender, nor race of those people who the citations was issued against. Also, the specific law enforcement agencies issuing these citations and area are not indicated either. The law enforcement agencies are listed as follows; Florida Highway Patrol, City Police Department, Sheriff Department, and Other.Lastly, the DHOWS does not identify the area that many of these law enforcement agencies are patrolling. All of these areas are critical in learning how to identify racial profiling in certain areas. In Disparity and Racial Profiling in Traffic Enforcement the author had similar findings. In this study, the researcher wrote To date, examinations of racial profiling have focused exclusively on officer behavior in large city police departments or state level police, ignoring either smaller restrictions or suburban Jurisdictions (Novak, 2004 p. 0. ). Based on these results, it will probably be advantageous to perform a longitudinal study on a specific law enforcement agency in a culturally diverse area, and examining the behavior habits and patterns of law enforcement officers for an extended period of time. The survey used to collect the data for racial profiling in this study did not support the hypothesis for this research. First, the survey needed a bigger sample size. The eleven people who participated in this survey were not enough to support this study on any level.The sample size should have been larger and also taken place in only one particular city, county, or municipality to properly observe patterns of racial profiling. Secondly, the allotted choices of answers in this survey did not provide a clear and specific count to the amount of citations received by the respondents. As a result, it was a difficult task to construct a reliable count of citations received. Instead of providing a number range of citations received, it should have probably been a specific number of citations received to provide a clear indicator of quantity of citations.This would have given an accurate representation the amount of tickets received. Lastly, the survey should have recorded answers from one particular city, county, or municipality. In order to get a complete and accurate account of racial profiling, it would be in the best interest of the researcher to observe one city or observe and compare two or more cities with similar characteristics. This would allow the researcher to observe racial profiling; police tactics and behaviors could be better understood so that the mechanisms for minimizing or eliminating biased policing can be developed.

Weak and Failed States A Challenge for US National Security

Introduction Security is vital to every nation throughout the globe. This is mainly because it ensures safety to all. All countries recruit, train, and assemble forces to protect their territories, properties, and citizens. In addition, peace of the world lies in having strong governments that can control their citizens. In this regard, failed States, as well as weak ones present threats to global security.Advertising We will write a custom essay sample on Weak and Failed States: A Challenge for US National Security specifically for you for only $16.05 $11/page Learn More United States has been on the forefront in pushing for global security with a view to making the world a safer place. In doing so, they have invested extensively in stationing equipment, network and security facilities aimed at maintaining security throughout the world. In addition, they have continued to invest heavily in liaison with other European nations, to support peaceful interna tional. Moreover, their donations throughout the world have continued to support economies of poor nations. Of great concern is the fact that weak and failed States increase security risks in the world. This paper will try to explore the effects of weak and failed States on US national security (US Joint Forces Command, 2010, 2). Security Security if is of great essence to every individual, entity and country. This is mainly because it ensures their very existence and survival. It also ensures that their rights to property and movement, among others, are maintained. Security can be described as the ability to protect an individual, entity, property or an organization. For security to be ensued, several strategies need to be put in place. These include identifying threats to security, laying down measures to counter such threats, and providing the necessary resources and manpower for effecting security. United States has been in the forefront in ensuring global security. This shows h ow serious they are with security issues in the country. It also follows a series of threats that have caused great concern, especially those emerging from failed States as well as weak ones. In this regard, the country has set up strategies to assist weak States in ensuring these threats are submerged. In addition, the country is working to ensure security is stepped up in failed States, as this promotes regional security as well as United States national security (US Joint Forces Command, 2010, 2).Advertising Looking for essay on homeland security? Let's see if we can help you! Get your first paper with 15% OFF Learn More United States National security United States has faced several threats to its national security over the years. These ranges from Japanese attacks in world war one, as well as continued threats caused by terrorists who mainly reside in politically unstable countries. The latest concerns have been threats from terrorists who inflicted their most sev ere attack during September 11 bombing of Twin Towers and the Pentagon. The bombing caused loss of lives to majority of American citizens in and around those areas. Investigations from CIA and other security organizations such as FBI linked the attacks to terrorists who have found havens in weak as well as failed States. In addition, countries such as Somalia, where no single government is in place, serve as possible hideouts for perpetrators of atrocities and terrorists. The FBI and CIA are working round the clock to ensure that these threats are minimized. To achieve this, they use varied mechanisms due to the varied nature of these threats (Troxell, 2008, 209-234). Some of the methods employed by United States to ensure national security include constant reviews on immigration policies to seal any loopholes that may be considered by terrorists. They have also stationed solders in almost every part of the world. These stations are strategically located to maximize security in coun tries experiencing wars, political, economic as well as internal instability. They have therefore invested massively on them with a view to gaining political, military, social, economic mileage in order to promote stability and security for all. In the process, the country has acquired enemies with extremist ideas. These include people like the late Osama Bin Laden and his al-Qaeda network. Strategies as those initiated by CIA worked successfully to nail al-Qaeda and their cronies. It is quite important to note that such networks and extremists find it easy to stay in unstable countries that are in political turmoil (Nation, 2008, 163-174). Weak and failed States A State can be considered as weak if it does not enforce its laws as required. This may happen in situations where there is a governing system with weak policies to counter security threats. In addition, a country may have the facilities required for such purposes but still lack the goodwill especially when the governing pa rty fancies threats against United States.Advertising We will write a custom essay sample on Weak and Failed States: A Challenge for US National Security specifically for you for only $16.05 $11/page Learn More A good example is Iran, whose president has continually accused United States of supporting atrocities against Palestinian State by supporting Israel. This is clearly a weak State since the governing body is unwilling to support global peace. On the other hand, we have failed States. These States cannot manage themselves, and therefore harbor threats to national security. This may be attributed to political instability as is seen in the case of Somalia. Moreover, countries experiencing constant internal conflicts and rebels against the regime find themselves considered as failed states (Murphy, 2008, 175-188). Weak States have been noted to provide safe havens for potential threats to United States national security. In fact, as was witnessed in Afghanistan during the Taliban regime, several terrorists went on hiding in the country. Such States are known to harbor terrorists and extremists who pose challenge to United States national security. It is very clear that the extremists require resources to fund their plans. It is also quite important to note that such plans cannot continue in strong States. For this reason, they opt to conduct such activities in weak and failed States. The current activities conducted in Somalia have made it unstable for the past decades. These activities are aimed at aiding terrorists like Al Shabaab, to take power and force more threats to individuals, entities, as well as countries that do not follow their extremisms (Joint Publication 1, 2007, 2). How these states are a challenge to US National security Having discussed weak and failed as given above, it is quite clear that availability of such States pose a great challenge to United States national security. For instance, the more the States (weak and failed States), the worse the security risk for American citizens as well as other countries. When such States are allowed to coexist with others, terrorists will continue to intensify their threats and eventually cause instability in stable States. US security organizations have employed several strategies, which include diplomatic measures to avert threats to its nationals. Presence of weak and failed States poses great challenge to military and diplomatic strategies applied by the agencies to combat terrorism.Advertising Looking for essay on homeland security? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is mainly because apart from harboring terrorist and extremists, those countries are agents of such challenges. Moreover, such countries do not have the capability or are unwilling to assist in tracking such activities. This is quite challenging to United States agencies in their quest to maintain security in the country (Forsyth, 2010, 1) Realism In trying to understand human nature, it is quite important to consider realism. People have different views and ideas. Furthermore, they possess different drives that lead them to varying actions. Realism is a term commonly utilized in international politics. It refers to a theoretical tradition, which explores international politics and its relation to human nature. According to Thucydides, men are driven by many things due to human nature (Ferraro, 2003, 12-19). He goes on to state that human nature makes people to think and act outside the laid laws of humanity. In fact, he refers to such people as those under fire. The two drives he proposes are passion and reasoning. Under normal circumstances people reason, but when passion is added to the drive, then passion takes center stage as the main drive. An individual in this state is highly likely to cause conflict and war. For this reason, realism is faulted for uncontrollable wars and conflicts against the United States. Extremists possess both passion and reasoning, but allow passion to control them; in the process, they cause unimaginable damages in the name of justice or sometimes religion. Such drives are of great challenge to the United States national security, especially when allowed to breed in failed and weak States (Cronin, 2009, 97-118). How the United States apply instruments of power (military, economics, information, and politics) to address security challenge The United States has employed several techniques to curb threats from enemies, and potential enemies, as well as terrorists, among others. They have employed the use of military, politics, information, economics, among other methods to tackle threats and potential dangers to its nationals as well as properties. Military action has been the main method employed by United States to address security challenges in weak and failed States (Fendrick, 2008, 189-194). For instance, the recent killing of Osama Bin Laden was the work military options as they moved to assist Pakistan in dealing with terrorists. Other military activities have been witnessed in the past and present war in Libya. In essence, the country has military presence in almost every part of the world. Economics has been another major avenue for addressing challenges to security. For instance, the country has continually donated money to weak and failed States like Pakistan, Somalia, Afghanistan, and Iraq, among others, to enable them strengthen their security levels and economies. Provision of information, training, and other facilities has also enabled prevention of threats to national security (Chun, 2008 , 249-260). This is evident in programs conducted in Iraq and Afghanistan where solders are trained and informed on ways of reasoning. Moreover, the country works to create awareness on security issues as well as need for peace in the world. Politics has also played a major role in addressing as well as redressing challenges to national security. To achieve this, United States government has always worked to support like-minded political parties throughout the world to minimize threats to security (Center for Naval Analysis, 2007, 24). Conclusion Security is vital to every nation. Countries recruit, train, and assemble forces to provide security for their territories, properties, and citizens. United States has faced several threats to its national security over the years. These ranges from Japanese attacks in world war one, as well as continued threats caused by terrorists who mainly reside in politically unstable countries. The latest concerns have been threats from terrorists who inflicted their most severe attack during September 11 bombing of the Pentagon (Bruton, 2009, 79-94). According to Thucydides, men are driven by many things due to human nature. He goes on to state that human nature makes people to think and act outside the laid laws of humanity. This has been faulted for aggression and extremism that is usually directed towards western nations, and most especially, the United States. United States has employed several techniques to curb threats from enemies, and potential enemies, as well as terrorists, among others. They have employed the use of military, politics, information, economics, among other methods to tackle threats and potential dangers to its nationals as well as properties. However, military action has been the main method employed by United States to address security challenges in weak and failed States (Ackerman, Barak, and Young, 2010, 22). Bibliography Ackerman, John T. Barak J. Carlson, and Young I. Han. â€Å"Constructivism an d Security.† Air Command and Staff College (ACSC) Distance Learning Program. Maxwell AFB, AL: ACSC, 2010. Bruton, Bronwyn E. â€Å"In the Quicksands of Somalia: Where Doing Less Helps More.† Foreign Affairs 88, no. 6 (November/December 2009): 79-94 Center for Naval Analysis. National Security and the Threat of Climate Change. Alexandria, VA.: The Center for Naval Analysis, 2007. Chun, Clayton K.S., â€Å"Economics: A Key Element of National Power.† In U.S. Army College Guide to National Security Issues, Volume I: Theory of War and Strategy. 3rd ed. Edited by J. Boone Bartholomees, Jr. Carlisle Barracks, PA.: US Army War College, Strategic Studies Institute (June 2008): 249-260. Cronin, Patrick M. (ed). â€Å"Chapter 5: Failed States and Ungoverned Spaces.† In Global Strategic Assessment 2009: America’s Security Role in a Changing Security World. Washington DC: National Defense University Press, 2009: 97-118. Fendrick, Reed J., â€Å"Diplomacy as an Instrument of National Power.† In U.S. Army College Guide to National Security Issues, Volume I: Theory of War and Strategy. 3rd ed. Edited by J. Boone Bartholomees, Jr. Carlisle Barracks, PA.: US Army War College, Strategic Studies Institute (June 2008): 189-194. Ferraro, Vincent. â€Å"Globalizing Weakness: Is Global Poverty a Threat to the Interests of States?† Environmental Change and Security Project Report no. 9. Washington, D.C.: Woodrow Wilson Center for Scholars, 2003: 12-19. Forsyth, James H. â€Å"Realist Thought and National Security Policy.† International Security Studies AY11 Coursebook. Air Command and Staff College (ACSC). Maxwell, AFB AL: Air University Press, 2010. Joint Publication 1. Doctrine for the Armed Forces of the United States. 2 May 2007, Incorporating Change 1. 16 August 2011. Murphy, Dennis M. â€Å"Strategic Communication: Wielding the Information Instrument of Power.† In U.S. Army College Guide to National Security Issues, Volume I: Theory of War and Strategy. 3rd ed. Edited by J. Boone Bartholomees, Jr. Carlisle Barracks, PA.: US Army War College, Strategic Studies Institute (June 2008): 175-188. Nation, R. Craig. â€Å"National Power,† In U.S. Army College Guide to National Security Issues, Volume I: Theory of War and Strategy. 3rd ed. Edited by J. Boone Bartholomees, Jr. Carlisle Barracks, PA.: US Army War College, Strategic Studies Institute (June 2008): 163-174. Troxell, John F. â€Å"Military Power and the Use of Force.† In U.S. Army College Guide to National Security Issues, Volume I: Theory of War and Strategy. 3rd ed. Edited by J. Boone Bartholomees, Jr. Carlisle Barracks, PA.: US Army War College, Strategic Studies Institute (June 2008): 209-234. US Joint Forces Command. The JOE 2010: Joint Operating Environment. Norfolk, VA: USJFCOM, 2010. This essay on Weak and Failed States: A Challenge for US National Security was written and submitted by user Brayan Conley to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Born Poor and Smart

Born Poor and Smart Since poverty, which is defined as the lack of basic needs and cannot be considered a normal state, is constantly growing, according to the recent researches, it has to be dealt with.Advertising We will write a custom essay sample on Born Poor and Smart specifically for you for only $16.05 $11/page Learn More The ways to eradicate it have been discussed by Angela Locke in †Born Poor and Smart†, Herbert Gans explored the roots of the problem and the ways to fight it in his article â€Å"The war against the poor instead of programs to end poverty†, and the Economist article called â€Å"Middle of the Class† has driven a well-thought conclusion concerning the matter. As long as poverty remains the scourge of society, the decisions about fighting it have to be made. Taking Locke’s method (2007), she suggests very persistent way of looking for one’s fortune. The question of â€Å"If you are so smart then why are you poorâ €  (Locke 2007, p.106) is taken as a guideline here, and the author pushes the poor to earn for their living with their own brainwork. These are all being cunning and smart that it takes to become rich. The only thing you should do is use the appropriate moment and not to miss the chance. However, that method does have its weak points. The thing about catching your lucky moment depends completely on your own skills and attention. There is nowhere to wait for the backup from, and you are left all alone with the dim chances you might not miss. The drawback of this method is that it does not take the peculiarities of people’s personalities into consideration. The solution that Locke (2007) presents could suit only the people of a particular temper and character features, while those less persistent and more reflexive might simply spend the rest of their lives waiting for the appropriate moments an missing them just as regularly as the fortune comes up with these chances. This is rather a way out for a businessman-like type, but those people already have wealth and fortune. The next solution that is coming up is presented by Mr. Gans (2007). His point is that a poor man is first of all a victim, and he emphasizes that it is the society and the government who are to help the man to get out of the trap.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More He claims that the society, along with the government, begins the war against the poor; they want to exterminate them instead of brushing through the roots of the poverty and fight the very phenomenon, not the people who have been caught in its claws. â€Å"Congress and the President yanked the safety net, never very strong, out from under people, and Congress doesnt even want to know about the misery they have caused† (Gans 2007, p. 213). So Gans’ method is the contrary to what Locke has suggested . This is the way of the people who are sure that they can rely on the government of their country and that the neighbors and the businessmen will all indulge into welfare as soon as they will be asked for. The idea is very humane, but it is inapplicable to the modern society. Indeed, one can hardly imagine any businessman spending his free time to help a poor man get out of the debt abyss. That is something that borders the science fiction. Finally, there is the third solution presented by the Economist article that presumes that the core idea of wealth is the mobility, and America has never been mobile enough, the author says. People have to get down to work and start thinking wider if they want to shift from the dead point. That sounds reasonable, but the core idea of the mobility is the freedom that only the money can give. Thus, these are not the poor who can make their state better, but the rich. Again, it is quite doubtful that a rich person would agree to use his mobility to improve someone’s state of affairs. It must be kept in mind that this is the century of trade and tradesmen that people live in now, and that such relationship will inevitably end in indifference to the business partners. The world of trade does not like to practice charity. What all three authors agree upon is that the situation still can be improved, which is a reason to be optimistic. The two authors consider that the poor must handle their problems on their own, while Gans is still thinking that the help from the outside is possible. The Economist (2005) drives the example of USA saying that every state can be actually the one of the dreams come true, not the USA only. Meanwhile, Locke drives people to roll up their sleeves and get down to earning their money, finding the ways out and using every opportunity that they can find. The hope works wonders, and maybe someday a bankrupt can turn into a millionaire. However, the fact that the people who have been born poor have almost no chances to climb higher is said to be obvious. â€Å"It means that, if you are among the poorest 5% of the population, your chances of achieving an average income are only one in six† (Economist 2005, p. 310) One thing that Locke (2007) is absolutely right about is that people can improve any situation they have got into. It is all to us that it takes. Yet the lack of backup which Gans is speaking about might get an ill-willed person broke. They have not taken the types of character into consideration, and that is what has made them sound so unreal and a bit idealistic.Advertising We will write a custom essay sample on Born Poor and Smart specifically for you for only $16.05 $11/page Learn More It seems more rational that the one who has gone broke needs all three components to get over the stressful situation. At first, this is working on your own course of thoughts and actions, and then you might start analyzing the financial and economic al situation and begin to take some actions. And, finally, this is the encouragement of the people around you, whenever it is your family, or colleagues, or the officials, which gives you forces to go on fighting the crisis. The persistence and belief together with intelligence and good grip make wonders. Economist. Middle of the Class (2005). Kennedy, M. L., Kennedy, W. G. (2007). Writing in the Disciplines (Sixth Edition). New York, NY: Prentice Hall Gans H. The War against the Poor Instead of Programs to End Poverty. Kennedy, M. L., Kennedy, W. G. (2007). Writing in the Disciplines  (Sixth Edition). New York, NY: Prentice Hall Locke A. Born Poor and Smart (2007). Kennedy, M. L., Kennedy, W. G. (2007). Writing in the Disciplines (Sixth Edition). New York, NY: Prentice Hall

VB.NET Solution and Project Files sln and vbproj

VB.NET Solution and Project Files 'sln' and 'vbproj' The whole topic of projects, solutions, and the files and tools that control them is something that is seldom explained. Throwing Food One of the big advantages of the way Microsoft has designed solutions and projects is that a project or solution is self-contained. A solution directory and its contents can be moved, copied, or deleted in Windows Explorer. A whole team of programmers can share one solution (.sln) file; a whole set of projects can be part of the same solution, and the settings and options in that .sln file can apply to all of the projects in it. Only one solution can be open at one time in Visual Studio, but a lot of projects can be in that solution. The projects can even be in different languages. You can get a better understanding of just what a solution is by creating a few and looking at the result. A Blank solution results in a single folder with just two files: the solution container and the solution user options. If you use the default name, youll see: Add Privacy The main reason you can create a blank solution is to allow project files to be created independently and included in the solution. In large, complex systems, in addition to being part of several solutions, projects can even be nested in hierarchies. The solution container file, interestingly, is one of the few text configuration files that isnt in XML. A blank solution contains these statements: It might as well be XML... its organized just like XML but without the XML syntax. Since this is just a text file, its possible to edit it in a text editor like Notepad. For example, you can change HideSolutionNode FALSE to TRUE and solution wont be shown in Solution Explorer anymore. (The name in Visual Studio changes to Project Explorer too.) Its fine to experiment with things like this as long as youre working on a strictly experimental project. You should never change configuration files manually for a real system unless you know exactly what youre doing, but its fairly common in advanced environments to update the .sln file directly rather than through Visual Studio. The .suo file is hidden and its a binary file so it cant be edited like the .sln file. You will normally only change this file using the menu options in Visual Studio. Moving up in complexity, check out a Windows Forms Application. Even though this might be the most elementary application, there are a lot more files. In addition to a .sln file, the Windows Forms Application template also automatically creates a .vbproj file. Although the .sln and .vbproj files often useful, you might notice that theyre not shown in the Visual Studio Solution Explorer window, even with the Show All Files button clicked. If you need to work with these files directly, you have to do it outside of Visual Studio. Not all applications need a .vbproj file. For example, if you select New Web Site in Visual Studio, no .vbproj file will be created. Open the top level folder in Windows for the Windows Forms Application and youll see the four files that Visual Studio doesnt show. ssuming the default name again, they are: The .sln and the .vbproj files can be useful for debugging difficult problems. Theres no harm in looking at them and these files tell you what is really going on in your code. As we have seen, you can also edit .sln and .vbproj files directly although its usually a bad idea unless there is no other way to do what you need. But sometimes, there is no other way. For example, if your computer is running in 64-bit mode, there isnt a way to target a 32-bit CPU in VB.NET Express, for example, to be compatible with the 32-bit Access Jet database engine. (Visual Studio provides a way in the other versions), but you can add the following: To the elementspropertygroup.. .:l in the .vbproj files to get the job done. Both the .sln and .vbproj file types are normally associated with Visual Studio in Windows. That means that if you double-click either of them, Visual Studio opens. If you double-click a solution, the projects in the .sln file are opened. If you double-click a .vbproj file and there is no .sln file (this happens if you add a new project to an existing solution) then one is created for that project.

Crimes Research Paper Example | Topics and Well Written Essays - 750 words

Crimes - Research Paper Example In the book, Hannibal Rising by Thomas Harris, the reader is able to find out more about the background of Dr. Hannibal Lecter, and why he kills and eats his victims. When Dr. Lecter was a small boy, he lived in Germany during the time that the Nazis took over the country in what they called their eastern campaign (Harris 21). He was from a very wealthy family. Eventually his parents were killed by Nazis who came to their farm to loot it. They killed all the adults in the house but saved the children (Harris 37). Eventually, due to many circumstances in Hannibals life, he had a psychological break. This break occurred primarily after Hannibals sister Mischa was taken "out to play" (Harris 60) by the looters and was killed and eaten instead; Hannibal found her baby teeth in a stool pot later that confirmed this event (Harris Hannibal 86). It is at this point that Hannibal divorces himself from his emotions and sees the world as very different. In the beginning, Hannibal kills for revenge and finds the men who killed his sister. By the time the viewer sees him in Silence of the Lambs, he is killing for sport. In most cases, Hannibal kills people who are disrespectful to him or those who annoy him. As Clarice Starling states in Hannibal, "its whimsy" (310) for Hannibal to kill. His only kills men. Dr. Lecter could be classified as a sociopath because he goes totally against societys rules. He is highly intelligent, very calculating and methodical, and knows how to psychologically control his victims. At some point, he becomes known as "Hannibal the Cannibal" Because he eats his victims or eats parts of them. He also tortures his victims before he kills them because it is fun for him to see how people react to his psychological way of playing with them. Dr. Lecter gives insight into James Gumb by stating that he "covets what he cant have" (Harris Silence ). Laura Sydell, a writer for National

Psychology Intelligence Essay Example | Topics and Well Written Essays - 500 words

Psychology Intelligence - Essay Example His theory suggests that man's intelligence is made up of 7 core intelligences (Myers, 2004). It is only upon consideration of all of these intelligences that one can be judged as intelligent or not. Basically, intelligence covers a wide array of human capabilities, skills, and talents. In Susan's case, her intelligence test scores were only average even though she possessed exceptional talents in ballet dancing possibly due to the inability of the intelligence test used to measure creativity as part of an individual's intelligence. Furthermore, Susan's case brings forth the issue of the reliability and validity of intelligence testing. Susan's case demonstrates a scenario wherein an inappropriate test was used. Her low test scores may also imply that the intelligence test administered to her came up with a standardized score without giving consideration to her scores in each of the components of the test which is used to determine specific facets of her intelligence. Most of the time, the validity of intelligence tests is questioned primarily because a particular type of test may not properly measure the specific area of an individual's intelligence that is being assessed. Furthermore, a single score is often inadequate in explaining the multidimensional aspects of intelligence. In cases such as these, the reliability and validity of the intelligence test is questioned.

Corporate social responsibility Essay Example for Free

Corporate social responsibility Essay CSR is about how companies manage the business process to produce an overall positive impact on society Achieving commercial success in ways that honor ethical values respect people, communities natural environment CSR OF WALT DISNEY COMPANY â€Å" CSR is not a cosmetic, it must be rooted in our values, it must make a difference to the way we do our business† WALT DISNEY CO. The Walt Disney Company is one of the largest and most well-known corporations practicing Corporate Social Responsibility (CSR) all the way down the line in their business model. As the largest media and entertainment conglomerate in the world, and aside from its constant â€Å"Imagineering†, Disney has a tremendous responsibility to give back to those who have helped it become the powerhouse that it is today. Volunteerism is a major focus for Disney, offering free tickets to a million people in exchange for a day of volunteer service from an organization of their choice. This encouraged over one million people in the United States to commit to service efforts to volunteer in their communities. The environment continues to be at the forefront of what Disney strives to protect. Their goal is to benefit their guests, employees and businesses, while making the Company a desirable place to work through their consumer social responsibility efforts. CSR ACTIVITIES: Animal rescue effort. Project green. Recycling ïÆ'   decreased in solid waste by 28.645 tons. $230 million contributed to children hospitals , relief funds. $ 1,471,700 to NGO’s over 33 countries ïÆ'   Disney worldwide conservation fund PROJECT GREEN The Disneys Friends for Change: Invites young people to join together to help the environment across four key areas: (a) climate (b) water (c)waste and habitats. With Disneys Friends for Change, were empowering kids to tap into the potential that lies within each and every one of them to make a difference, said Bob Iger, president, The Walt Disney Company. If 500,000 kids participate in Disney Friends for Change Project Green events, together they can: Prevent approximately 1,00,000 tons of CO2 per year from polluting the air by adjusting their home thermostats. Save 5 million gallons of water in a single day by reducing shower times. Prevent 1 million pounds of waste from entering landfills by bringing trash-free lunches for a week. Create new habitats for local animals by planting 500,000 trees Disneys New Paper Sourcing and Use Policy Disney, one of the world’s largest media companies, made a big announcement that can help the company move in a more sustainable direction when it comes to paper sourcing and use. Disneys new paper sourcing and use policy is an encouraging step towards better forest management and environmental stewardship. According to the policy, Disney will minimize paper consumption in its day-to-day operations and increase the recovery of used paper and packaging for recycling. Disney commits to maximize the use of paper made from wood sourced from sustainably managed forests, and maximize the use of paper products processed without chlorine or chlorine compounds. Eliminate the use of paper made from â€Å"unwanted† raw materials Illegally-harvested wood. Wood from high conservation value areas that are being degraded by poor land use practices. Wood harvested in violation of internationally accepted instruments and treaties that protect the rights of indigenous or forest-dependent peoples. Wood from areas that have been converted from natural forests to forest plantations or other land uses. Wood from plantations using genetically modified trees. Disney Worldwide Conservation Fund Established in 1995 on Earth Day (April 22) to date has contributed more than $20 million to conservation efforts worldwide. In 2012: DWCF—and Disney guests—supported 80 projects with annual grant funding of more than $1.8 million to nonprofit organizations working in 40 countries . 100% of every dollar goes directly to the projects. The Walt Disney Company additionally matches all guest contributions to the DWCF covers all overhead costs associated with the Fund. DWCF and The Walt Disney Company Foundation have contributed more than: $5.6 million to protect birds $2 million to conserve primates $1.4 million to study lions, tigers, leopards, and other cats $1.2 million to research and protect elephants $1.1 million to conserve sea turtles $1 million to protect rhinos The Walt Disney Company Foundation Donates $1 Million to UNICEF UNICEF has been the worlds leader for children, working on the ground in 155 countries and territories to help children survive and thrive, from early childhood through adolescence. The donation will help UNICEF continue its progress behind five key priorities for the worlds children: child protection, immunization, early childhood support, fighting HIV/AIDS and girls education. The Disney Worldwide Conservation Fund (DWCF) has recognized 14 recipients of every years Disney Conservation Hero award. The award recognizes local citizens for their tireless efforts to save wildlife, protect habitats and educate communities. Individuals were nominated by non-profit environmental organizations. Each award recipient and their nominating organization will share a $1,500 award from DWCF. Since 2004, Disney has honoured 85 leaders around the world for their extraordinary conservation efforts. UNICEF Launches Play Initiative with $1 Million Grant from Disney: Some of our fondest childhood memories involve time spent with friends on the playground. Time on the playground could turn any day into a great day. With Disneys support, UNICEF is helping to bring the magic of play to kids who need it most. The P.L.A.Y. initiative is a pilot program created by UNICEF – and supported by a $1-million founding grant from Disney – that brings portable playground units to children living in disaster-recovery conditions and extreme poverty. We recently caught up with Caryl Stern, president and CEO of the U.S. Fund for UNICEF, to learn more about the program and the impact its having. THE WALT DISNEY COMPANY COMMITS $2 MILLION FOR HURRICANE SANDY RELIEF AND REBUILDING EFFORTS: DISNEY ANNOUNCES $2.3 MILLION IN GRANTS TO SUPPLY CHAIN PROGRAMS: Disney announced $2.3 million in funding to supply chain programs in India, Brazil, and China. The grants are designed to address systemic issues and global efforts to improve workplace conditions. The initiatives funded include: Business for Social Responsibility – Disney’s investment will help develop and implement a financial literacy program for female factory workers in India. Social Accountability International – Disney’s support will help launch initiatives to improve health and safety in Brazilian factories. Verite – Disney’s funding will help train and educate workers on occupational health and safety, and establish a grievance mechanism for workers in China. In addition to the commitment announced today, Disney continues to support other projects around the world that contribute to improved labor conditions. 2013 ACHIEVEMENTS: Disney Receives Top Honor for â€Å"Social Good† at 2013 PR News’ CSR Awards THE WALT DISNEY COMPANY sets new standards for advertising food to kids.

W.B. Yeats Poetry Essay -- W.B. Yeats Poet Poem Essays

W.B. Yeats' Poetry Many literary critics have observed that over the course of W. B. Yeats’ poetic career, readers can perceive a distinct change in the style of his writing. Most notably, he appears to adopt a far more cynical tone in the poems he generated in the later half of his life than in his earlier pastoral works. This somewhat depressing trend is often attributed to the fact that he is simply becoming more conservative and pessimistic in his declining years, but in truth it represents a far more significant change in his life. Throughout Yeats’ career, the poet is constantly trying to determine exactly what inspires him; early on, in such poems as â€Å"The Lake Isle of Innisfree† and â€Å"The Wild Swans at Coole,† Yeats obviously looks towards nature to find his muse, thereby generating idyllic pastoral scenery that is reminiscent of the nature-based poetry of Wordsworth. However, his later works are darkened not by his own perspective, but by the fact that h e is no longer certain that nature is truly the fountain that he taps for inspiration. A number of his later poems, such as â€Å"Leda and the Swan† and â€Å"The Circus Animals’ Desertion,† employ symbolism and metaphor in order to reflect the author’s battle to find his true source. Yeats spends his career dealing with this conflict, and he eventually concludes that while nature itself may have been the source of the general ideas for many of his poems, the works themselves came to life only after he reached into the depths of his heart and sought the fuel of pure human emotions and experiences. Ultimately, he discovers that the only true inspiration comes from the trivial and mundane influences found in everyday life; the purest poetic inspiration is humanity itself. .. ...ho came before him. To accomplish this, he had to determine where to find inspiration beyond, and thereby stronger than, nature. He ultimately realizes that he was looking at this inspiration the entire time without actually seeing it. It does indeed lie â€Å"in the deep heart’s core,† where he finally discovers â€Å"the foul rag-and-bone shop of the heart.† Primary Sources M.H. Abrams et al, eds. The Norton Anthology of English Literature, 7th ed. NY: Norton, 2000. Pgs. 2092-2120. Secondary Sources Gayatri Chakravorty Spivak. â€Å"Principles of the Mind†: Continuity in Yeats’s Poetry. MLN, Vol. 83, No. 6, Comparative Literature. (Dec., 1968). David Ward. Yeats’s Conflicts With His Audience, 1897-1917. ELH, Vol. 49, No. 1. (Spring, 1982). Virginia Pruitt. Return from Byzantium: W.B. Yeats and â€Å"The Tower.† ELH, Vol. 47, No. 1. (Spring, 1980).

Advantages and Disadvantages of Synchronous and Asynchronous Learning in an Online Class Essay

The advantages of asynchronous learning far outweigh the disadvantages and this approach has the ability to have an overwhelmingly positive impact on the overarching learning objectives for most courses. One such advantage is the result of the way asynchronous learning is employed. All comments from the students and the instructor are saved throughout the class and organized by discussion and date. This provides students with the opportunity to take in all of the materials that are presented and reflect on all of the concepts at an appropriate time. This advantage benefits students who generally take poor notes or are forced to attend extremely large classes by assuring they do not miss important information. One of the most prevalent and potentially problematic disadvantages of the asynchronous environment is the sense of being disconnected from the group that students may potentially develop. A student that does not feel connected with the class or instructor may lose motivation, interest and ultimately find that learning and retaining the material is nearly impossible. This disadvantage is exacerbated as students feel more and more isolated as time passes and no intervention takes place. The longer this sense of being disconnected continues, the more likely it is that course concepts will fail to become anything more than words on the screen causing a potentially serious disadvantage to become an almost insurmountable obstacle to success. In what ways should making money online have its limits? For example, is pornography, online gambling, etc, fair game? What are the ethical considerations involved? I honestly dont feel that there is a problem with making money online as long as its legal. When people have the opportuinty to take advantage of such things like porn and gambling,they get addicted to it and sometimes overuse it not know what the circumstances will be afterwards.

The Lost Duke of Wyndham Chapter Thirteen

Grace let Amelia set the pace, and as soon as they were across the room, Amelia began whispering urgently about the events of the morning, and then about Thomas having needed her assistance, and then something about her mother. Grace just nodded, her eyes constantly darting toward the door. Thomas would be there at any moment, and although she had no idea what she might do to prevent what would surely be a disastrous encounter, she could not possibly think of anything else. Meanwhile, Amelia kept on whispering. Grace had just enough presence of mind to catch the end, when Amelia said: â€Å"†¦I beg of you not to contradict.† â€Å"Of course not,† Grace said quickly, because surely Amelia had made the same request Thomas had minutes earlier. If not, then she had no idea what she was agreeing to when she added, â€Å"You have my word.† At that point, Grace wasn't sure she cared. They continued walking, lapsing into silence as they promenaded past Mr. Audley, who gave them a rather knowing nod and a smile as they went by. â€Å"Miss Eversleigh,† he murmured. â€Å"Lady Amelia.† â€Å"Mr. Audley,† Amelia returned. Grace managed the same, but her voice was unpleasant and croaky. Amelia began whispering again once they were well past Mr. Audley, but just then Grace heard heavy footsteps in the hall. She twisted about to see, but it was only a footman, passing by with a trunk. Grace swallowed. Oh, dear heavens, the dowager was already beginning to pack for their trip to Ireland, and Thomas did not even know of her plans. How could she have forgotten to tell him during their interview? And then she became aware of Amelia, whom she'd somehow managed to forget, even though their arms were linked. â€Å"Sorry,† she said quickly, since she suspected it was her turn to speak. â€Å"Did you say something?† Amelia shook her head and said, â€Å"No.† Grace was fairly certain this was a lie, but she was not inclined to argue. And then†¦more footsteps in the hall. â€Å"Excuse me,† Grace said, unable to bear the suspense for one moment longer. She pulled away and hurried to the open doorway. Several more servants were passing by, all clearly in preparations for the upcoming journey to Ireland. Grace returned to Amelia's side and once again took her arm. â€Å"It wasn't the duke.† â€Å"Is someone going somewhere?† Amelia asked, watching as two footmen passed the doorway, one with a trunk and another with a hatbox. â€Å"No,† Grace said. But she hated lying, and she was terrible at it, so she added, â€Å"Well, I suppose someone might be, but I do not know about it.† Which was also a lie. Wonderful. She looked at Amelia and tried to smile cheerfully. â€Å"Grace,† Amelia said quietly, looking terribly concerned, â€Å"are you all right?† â€Å"Oh, no†¦I mean, yes, I'm quite fine.† She tried for the cheerful smile again, and suspected she did a worse job of it than before. â€Å"Grace,† Amelia whispered, her voice taking on a new and rather unsettlingly sly tone, â€Å"are you in love with Mr. Audley?† â€Å"No!† Oh, good heavens, that was loud. Grace looked over at Mr. Audley. Not that she'd wanted to, but they'd just turned a corner and were facing him again, and she couldn't avoid it. His face was tilted slightly down, but she could see him looking up at her, rather bemused. â€Å"Mr. Audley,† she said, because with him watching her, it seemed she should acknowledge him, even if he was too far away to hear. But then, as soon as she had the opportunity, she turned back to Amelia, furiously whispering, â€Å"I've only just met him. Yesterday. No, the day before.† Oh, she was a ninny. She shook her head and looked firmly in front of her. â€Å"I can't recall.† â€Å"You've been meeting many intriguing gentlemen lately,† Amelia commented. Grace turned to her sharply. â€Å"Whatever can you mean?† â€Å"Mr. Audley†¦Ã¢â‚¬  Amelia teased. â€Å"The Italian highwayman.† â€Å"Amelia!† â€Å"Oh, that's right, you said he was Scottish. Or Irish. You weren't certain.† Amelia's brow scrunched in thought. â€Å"Where is Mr. Audley from? He has a bit of lilt as well.† â€Å"I do not know,† Grace ground out. Where was Thomas? She dreaded his arrival, but the anticipation of it was worse. And then Amelia – good heavens, why? – called out, â€Å"Mr. Audley!† Grace turned and looked at a wall. â€Å"Grace and I were wondering where you are from,† Amelia said. â€Å"Your accent is unfamiliar to me.† â€Å"Ireland, Lady Amelia, a bit north of Dublin.† â€Å"Ireland!† Amelia exclaimed. â€Å"My goodness, you are far afield.† They'd finished circling the room, but Grace remained standing even after Amelia had disengaged herself and sat down. Then Grace moved toward the door as subtly as she was able. â€Å"How are you enjoying Lincolnshire, Mr. Audley?† she heard Amelia ask. â€Å"I find it most surprising.† â€Å"Surprising?† Grace peered out into the hall, still half listening to the conversation behind her. â€Å"My visit here has not been what I expected,† Mr. Audley said, and Grace could well imagine his amused smile as he said that. â€Å"Really?† Amelia responded. â€Å"What did you expect? I assure you, we are quite civilized in this corner of England.† â€Å"Very much so,† he murmured. â€Å"More so than is my preference, as a matter of fact.† â€Å"Why, Mr. Audley,† Amelia responded, â€Å"whatever can that mean?† If he made a reply, Grace did not hear it. Just then she saw Thomas coming down the hall, all tidied up and looking like a duke again. â€Å"Oh,† she said, the word slipping from her lips. â€Å"Excuse me.† She hurried into the hall, waving madly toward Thomas so as not to alert Amelia and Mr. Audley to her distress. â€Å"Grace,† he said, moving forward with great purpose, â€Å"what is the meaning of this? Penrith told me that Amelia was here to see me?† He did not slow as he approached, and Grace realized he meant for her to fall in step beside him. â€Å"Thomas, wait,† she said with hushed urgency, and she grabbed his arm and yanked him to a halt. He turned to her, one of his brows rising into a haughty arch. â€Å"It's Mr. Audley,† she said, pulling him back even farther from the door. â€Å"He is in the drawing room.† Thomas glanced toward the drawing room and then back at Grace, clearly not comprehending. â€Å"With Amelia,† she practically hissed. All traces of his unflappable exterior vanished. â€Å"What the hell?† he cursed. He looked sharply back toward the drawing room, not that he could possibly have seen inside from his vantage point. â€Å"Why?† â€Å"I don't know,† Grace said, her voice snapping with irritation. Why would she know why? â€Å"He was in there when I arrived. Amelia said she saw him walking by the doorway and thought he was you.† His body shuddered. Visibly. â€Å"What did he say?† â€Å"I don't know. I wasn't there. And then I couldn't very well interrogate her in his presence.† â€Å"No, of course not.† Grace waited in silence for him to say more. He was pinching the bridge of his nose, and he looked rather as if his head were aching. Trying to offer some sort of not unpleasant news, she said, â€Å"I'm quite sure that he did not reveal his†¦Ã¢â‚¬  Oh, good heavens. How was she to put it? â€Å"†¦identity to her,† she finished with a wince. Thomas gave her a thoroughly awful look. â€Å"It is not my fault, Thomas,† she retorted. â€Å"I did not say that it was.† His voice was stiff, and he did not offer any more words before stalking off to the drawing room. From the moment Grace rushed from the room, neither Jack nor Lady Amelia had uttered a word. It was as if they had reached an unspoken agreement; silence would prevail while they both tried to make out what was being said in the hall. Jack had always considered himself better than average in the art of eavesdropping, but he was unable to catch even the sound of their whispers. Still, he had a fair idea of what was being said. Grace was warning Wyndham that the evil Mr. Audley had got his claws into the lovely and innocent Lady Amelia. And then Wyndham would curse – under his breath, of course, as he would never be so crass as to do so in front of a lady – and demand to know what had been said. The whole thing would have been highly entertaining if not for her, and the morning. And the kiss. Grace. He wanted her back. He wanted the woman he'd held in his arms, not the one who'd stiffly walked the perimeter of the room with Lady Amelia, eyeing him as if he were going to steal the silver at any moment. He supposed it was amusing. Somehow. And he supposed he ought to congratulate himself. Whatever she felt for him, it was not disinterest. Which would have been the cruelest response of all. But for the first time, he was finding that his conquest of a lady was not a game to be played. He did not care about the thrill of the chase, about remaining one enjoyable and entertaining step ahead, about planning the seduction and then carrying it out with flair and flourish. He simply wanted her. Maybe even forever. He glanced over at Lady Amelia. She was leaning forward, her head tilted ever so slightly to the side, as if to place her ear at the best possible angle. â€Å"You won't be able to hear them,† Jack said. The look she gave him was priceless. And completely false. â€Å"Oh, don't pretend you weren't trying,† he scolded. â€Å"I certainly was.† â€Å"Very well.† Lady Amelia waited for a moment, then asked, â€Å"What do you suppose they are talking about?† Ah, curiosity would always win out with this one. She was more intelligent than she let on at first acquaintance, he decided. He shrugged, feigning ignorance. â€Å"Difficult to say. I would never presume to understand the female mind, or that of our esteemed host.† She turned sharply in surprise. â€Å"You do not like the duke?† â€Å"I did not say that,† Jack replied. But of course they both knew that he had. â€Å"How long do you stay at Belgrave?† she asked. He smiled. â€Å"Eager to be rid of me, Lady Amelia?† â€Å"Of course not. I saw the servants moving trunks about. I thought perhaps they were yours.† He fought to keep his expression even. He did not know why he was surprised that the old biddy had already begun to pack. â€Å"I imagine they belong to the dowager,† he replied. â€Å"Is she going somewhere?† He almost laughed at the hopeful expression on her face. â€Å"Ireland,† he said absently, before it occurred to him that perhaps this woman of all people ought not to be let in on the plans. Or maybe she was the one person who truly ought to be told. She certainly deserved to know. She deserved a sainthood, in his opinion, if indeed she planned to go through with her marriage to Wyndham. He could not imagine anything less pleasant than spending one's life with such an arrogant prig. And then, as if summoned by his thoughts, the arrogant prig appeared. â€Å"Amelia.† Wyndham was standing in the doorway in all his ducal splendor. Save for the lovely eye, Jack thought with some satisfaction. It was even gorier than the evening before. â€Å"Your grace,† she replied. â€Å"How lovely to see you,† Wyndham said once he had joined them. â€Å"I see that you have met our guest.† â€Å"Yes,† Lady Amelia said, â€Å"Mr. Audley is quite diverting.† â€Å"Quite,† Wyndham said. Jack thought he looked as if he had just eaten a radish. Jack had always hated radishes. â€Å"I came to see Grace,† Lady Amelia said. â€Å"Yes, of course,† Wyndham replied. â€Å"Alas,† Jack put in, enjoying the awkwardness of the exchange, â€Å"I found her first.† Wyndham's response was pure icy disdain. Jack smiled in return, convinced that would irritate him far more than anything he could have said. â€Å"I found him, actually,† Lady Amelia said. â€Å"I saw him in the hall. I thought he was you.† â€Å"Astounding, isn't it?† Jack murmured. He turned to Lady Amelia. â€Å"We are nothing alike.† â€Å"No,† Wyndham said sharply, â€Å"we are not.† â€Å"What do you think, Miss Eversleigh?† Jack asked, rising to his feet. It seemed he was the only one who had noticed that she had entered the room. â€Å"Do the duke and I share any traits?† Grace's lips parted for a full second before she spoke. â€Å"I'm afraid I do not know you well enough to be an accurate judge.† â€Å"Well said, Miss Eversleigh,† he replied, offering her a nod of compliment. â€Å"May I infer, then, that you know the duke quite well?† â€Å"I have worked for his grandmother for five years. During that time I have been fortunate enough to learn something of his character.† â€Å"Lady Amelia,† Wyndham said, clearly eager to cut short the conversation, â€Å"may I escort you home?† â€Å"Of course,† she said. â€Å"So soon?† Jack murmured, just to make trouble. â€Å"My family will be expecting me,† Lady Amelia said, even though she had not made any indication of this before Wyndham had offered to remove her. â€Å"We will leave right now, then,† Wyndham said. His fiancee took his arm and stood. â€Å"Er, your grace!† Jack turned immediately at the sound of Grace's voice. â€Å"If I might have a word with you,† she said from her position near the door, â€Å"before you, er, depart. Please.† Wyndham excused himself and followed her into the hall. They were still visible from the drawing room, although it was difficult – indeed impossible – to glean their conversation. â€Å"Whatever can they be discussing?† Jack said to Lady Amelia. â€Å"I am sure I have no idea,† she bit off. â€Å"Nor I,† he said, keeping his voice light and breezy. Just for contrast. Life was infinitely more entertaining that way. And then they heard: â€Å"Ireland!† That was Wyndham, and rather loud, too. Jack leaned forward to get a better view, but the duke took Grace's arm and steered her out of sight. And earshot. â€Å"We have our answer,† Jack murmured. â€Å"He can't be upset that his grandmother is leaving the country,† Lady Amelia said. â€Å"I would think he'd be planning a celebration.† â€Å"I rather think Miss Eversleigh has informed him that his grandmother intends that he accompany her.† â€Å"To Ireland?† Amelia shook her head. â€Å"Oh, you must be mistaken.† He shrugged, feigning indifference. â€Å"Perhaps. I am but a newcomer here.† And then she launched into quite the most ambitious speech: â€Å"Aside from the fact that I cannot imagine why the dowager would wish to go to Ireland – not that I wouldn't like to see your beautiful country, but it does not seem in character for the dowager, whom I have heard speak disparagingly of Northumberland, the Lake District, and indeed all of Scotland†¦Ã¢â‚¬  She paused, presumably to breathe. â€Å"Ireland seems a bit of a stretch for her.† He nodded, since it seemed expected. â€Å"But really, it makes no sense that she would wish for his grace to accompany her. They do not care for each other's company.† â€Å"How politely said, Lady Amelia,† Jack commented. â€Å"Does anyone care for their company?† Her eyes widened in shock, and it occurred to him that perhaps he should have limited his insult to the dowager alone, but just then Wyndham strode back into the room, looking angry and arrogant. And almost certainly worthy of whatever sort of insult Jack might give to him. â€Å"Amelia,† he said with brisk indifference, â€Å"I am afraid I will not be able to see you home. I do apologize.† â€Å"Of course,† she said, as if she could possibly say anything else. â€Å"I shall make every arrangement for your comfort. Perhaps you would like to select a book from the library?† â€Å"Can you read in a coach?† Jack queried. â€Å"Can you not?† she returned. â€Å"I can,† he replied with great flair. â€Å"I can do almost anything in a coach. Or with a coach,† he added, with a smile toward Grace, who stood in the doorway. Wyndham glared at him and grabbed his fiancee's arm, hauling her rather unceremoniously to her feet. â€Å"It was lovely meeting you, Mr. Audley,† Lady Amelia said. â€Å"Yes,† he said lightly, â€Å"it does seem that you are leaving.† â€Å"Amelia,† the duke said, his voice even more abrupt than before. He led her from the room. Jack followed them to the doorway, looking for Grace, but she had disappeared. Ah well, perhaps that was for the best. He glanced toward the window. The skies had darkened, and it appeared that rain would be imminent. Time for that walk, he decided. The rain would be cold. And wet. And precisely what he needed.

A Rough Man Essays - Lecturers, Mark Twain, Redding, Connecticut

A Rough Man Essays - Lecturers, Mark Twain, Redding, Connecticut A Rough Man Rough, vigorous, hot-tempered and rich is what Mark Twain grew up to be. Born 1835 in Missouri, Florida he always did what he needed to in order for him to reach his goal. Even though he dropped out of school at the age of twelve, when his father died, he accomplished numerous things. Mark began writing when he took the job of a journalist. The tale 'The Celebrated Jumping Frog of Calaveras County' was his first success. After a trip by boat to Palestine, he wrote The Innocents Abroad. As his writing career blossomed, he also became successful as a lecturer. In 1870 got married, and a few years later he and his wife settled in Hartford, Connecticut. Huckleberry Finn is Twain's masterpiece, for its use of the brilliant character and descriptions, showing the humor of man's cruelty to man. He also wrote The Gilded Age, 1873, Old Times on the Mississippi, 1875, The Prince and the Pauper, 1882, Life on the Mississippi, 1883, Pudd'n-head Wilson, 1894, and Personal Recollections of Joan of Arc, 1896. His later works, such as The Mysterious Stranger, unpublished until 1916, are not as amusing and more discouraging. He is known as one of America's finest and most characteristic writers. 1872 is the year when Roughing It was written. This book was just a personal narrative and not a history to show-off, nor a thoughtful commentary. It's a record of several years of exciting migration, and it's intention to help the reader rather than to hurt him with truth, or fill him with science. In this book there is lots of information about episodes that happened in the Wild West. There is stories in this book that have never been told and only been seen in the writers own eyes. There is a great deal of information in this book and the writer himself says this book can not be helped, but Twain was never exactly worried about giving his books an artistic framework. The information that he wrote came out of him naturally. He felt this urge to write and felt the excitement when he wrote his books. He felt that he was giving everyone a piece of what made him. He liked to live the fast life, that way he could have something to write about. He once said, The more I caulk up the sources, and the tighter I get, the more I leak wisdom. Mark didn't expect justification from his readers but tolerance. Trying his luck at anything and everything was one of his bizarre habits. He writes hilariously about his many encounters with vigilantes. He knew very well that carrying a Smith & Wesson's was necessary when traveling in the Wild West. Guns back in the old times were not very accurate so you had a better chance of catching a cold than actually catching something to eat with a rifle. Many people saw Mark as a playboy, the pioneer in letters, and the leader of the herd. William Dean Howell, Mark Twain's friend, called him the Lincoln of our literature. This guy knew what he was talking about, not only were Twain and Lincoln both belongings of the border democracy but through out their lives they continued to look to the Wild West for the supplying of their imaginations. His work comes from the same roots that made Lincoln's life the basic American myth. The man who came from nowhere and overcame an unpromising back ground to come out as one of the nations greatest heroes. Twain departed for Carson City with his unionist brother, Orion, who had recently been chosen Secretary of the Territory of Nevada. He moved because he was convinced that his life as a confederate soldier offered a far greater threat to both to him and the confederacy than it did to Lincoln's armies. In the spring of 1867 he arrived at New York and had a growing character of a preacher and an author. At that time he was an unpaid private secretary but soon became a prospector, a financier, almost a millionaire, a worker in the mill, and finally a reporter. With the exception of reporting he had no sort of success in any of

Band, Bend, Bind, Bond, and Bund

Band, Bend, Bind, Bond, and Bund Band, Bend, Bind, Bond, and Bund Band, Bend, Bind, Bond, and Bund By Mark Nichol One of the joys of researching word origins and usage is discovering facts such as that the five English words formed on the frame of b_nd, with different vowels, are cognates, all stemming from a common proto-Indo-European ancestral verb meaning â€Å"restrain.† Band, meaning â€Å"a flat strip† or â€Å"something that binds,† came to refer not only to an object with either or both of those characteristics but also to an organized group of people, perhaps from the use of uniform pieces of cloth worn by affiliated warriors. This usage extended to refer to a group of musicians attached to a military unit, from which derived the use of the word for a civilian ensemble. Band is also a verb, meaning â€Å"bind† or â€Å"fasten† in one sense or â€Å"join† in another. Bend began as a verb describing fettering, or restraining of a person’s or animal’s feet, and the similar action of stringing a bow; from there it came to refer to any turning of a straight line or object and, as a noun, to a physical turn. To bind originally meant to tie something or someone up, as if to fasten or restrain, or to dress a wound, and later acquired the figurative meaning of â€Å"commit,† â€Å"oblige,† or â€Å"require.† The noun bind usually applies to the figurative sense, often with the connotation of being placed in an awkward situation, although someone may place someone else in a physical bind, as in wrestling. Bond, meanwhile, developed as a variant of band and describes physical adhesions, forces, and restraints as well as financial or legal documents, plus figurative connections, such as that described in the phrase â€Å"bonds of matrimony.† Like the related words above, it has a verb form as well. The last and least common word in this family is bund, taken directly from the German word for a confederacy or league, used in English to refer to a political organization, especially one for German-Americans, such as a pro-Nazi group that flourished before World War II. There is no verb form for this word. Also, the word describes a type of levee-type embankment often used in Asia; this term, ultimately from Persian, may be distantly related to the other terms. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Is She a "Lady" or a "Woman"?60 Synonyms for â€Å"Trip†25 Idioms with Clean

An Episode of Learning and Teaching as a Mental Health Nurse Essay

An Episode of Learning and Teaching as a Mental Health Nurse - Essay Example In addition it focuses on external influences capable of promoting behavior change rather than thoughts and feelings. Learning occurs by means of operant conditioning in which motivation to change behavior or learn incorporates the use of reinforcement or rewards. The probability of a behavior reoccurring would become likely when followed by reinforcement. For instance, behavioral skills for helping children with attention deficit hyperactivity disorders may include hygiene tasks, completion of homework tasks and taking turns when talking. For each successfully completed task, a child would be given a sticker. Hence, a child receives a reward upon attaining a stated number of stickers (Videbeck 2010, pp. 53-54; Norman 2004, pp. 8-10). In mental health education, behaviorism enables nurses to teach service users new coping skills in relation to symptoms of mental health problems. Through behaviorism theory, nurses recognize that intervention measures facilitate changes in observed beh avior, feelings and thoughts. Changing deep-rooted habits encompass assisting service users to identify their motivating factors as well as how a new habit or lifestyle could be made permanent. Similarly, distressed persons could systematically become desensitized to help them overcome irrational anxiety and fears relating to phobia. For instance, the user would be asked to list from the slightest to the most provoking of all situations involving the phobia causing object. The service user then learns and puts into practices relaxation skills to help him reduce and manage anxiety. The user would then be exposed to more anxiety causing objects or situations until he becomes able to manage the most provoking situation (Jones et al. 2012,... This essay approves that a variety of effective psychological strategies ought to be availed for service users who may want to attempt them in their recovery process. Furthermore, exercise needs to be prescribed in mental health learning experiences. Also worth noting would be that mental health problems exist alongside other health problems. Taking this into account, treatment and care should be provided on an individual service user basis while incorporating the individual’s cultural, social and socio-economic preferences, lifestyle and background. Innovative projects would enhance complementary treatment and care related skills through social services appropriate for mental health patients. This report makes a conclusion that mental health problems affect both children and adults. Considerable progresses have become achieved in the use of humanistic approaches to the recovery process in the recent past. This paper provided a report on the teaching and learning episode relating to mental health education involving nurses, service users, observers and an assessor. The teaching experiences focused on providing mental health education to mental health patients in enabling them develop physical well-being and a holistic recovery process. In this regard, an analysis of the practical application of learning theories as well as learning styles related to their applicability to the teaching and learning practice. These theories help both nurses and service users to identify their own learning needs and those of others along with meeting differing learning needs with regards to different learning styles as advocated by Honey and Mumford.

Bill of Rights Assignment Example | Topics and Well Written Essays - 250 words

Bill of Rights - Assignment Example s in the law courts, is forbidden by the law while, in South Africa, the law can impose any heavy fine on the offender according to the seriousness of the crime (Pederson, 2010). The United States should amend the law on protecting offenders from heavy fines because this encourages them to commit serious crimes because they are aware that no heavy fines will be imposed on them. In the United States, that cruel and unusual punishments should not be imposed on the offenders while, in South Africas law, there is a specification limiting any unusual punishments. The United States should change its view on the type of punishment because if someone has killed deliberately then he/she deserves heavy punishment including life imprisonment, which is not yet approved by the United States government (Pederson, 2010). People in South Africa may fear to commit crimes because of the fear of heavy punishments while people in United States may dare commit serious crimes because they are aware the law does not allow heavy