Persuasive Essay On Latching - 2052 Words

Introduction Breastfeeding can be challenging, especially during the first few weeks after childbirth. It is normal to have some problems when you start to breastfeed your new baby, even if you have breastfed before. This document provides some solutions to the most common breastfeeding challenges. Many common challenges are caused by poor latching. Latching refers to when your baby s mouth attaches to your nipple to breastfeed. How do I make sure that my baby is latched and positioned properly? Find a comfortable place to sit or lie down, with your neck and back well-supported. Place a pillow or rolled up blanket under your baby to bring him or her to the level of your breast (if you are seated). Make sure that your baby s abdomen is†¦show more content†¦Nipple pain. Cracked or sore nipples Cracked or sore nipples are often caused by inadequate latching. Soreness can also happen if your baby is not positioned properly at your breast. What is the solution? Make sure your baby is latched and positioned correctly. To help your breasts stay moisturized and healthy: Avoid using soap on your nipples. Wear a supportive bra. Avoid wearing underwire-style bras or tight bras. After each feeding, air dry your nipples for 3–4 minutes. Use only cotton bra pads to absorb breast milk leakage. Be sure to change the pads if they become soaked with milk. Use lanolin, olive oil, or coconut oil on your nipples after nursing. If you use pure lanolin, you do not need to wash it off before feeding your baby again. Pure lanolin is not poisonous (toxic) to your baby. Use your hand to squeeze out (express) a few drops of breast milk, gently massage the milk into your nipples, and let your nipple air dry. When should I contact my health care provider? If you have nipple pain, cracking, or soreness that lasts longer than 1 week, contact your health care provider or lactation consultant. Nipple cracking and soreness are common during the first week after birth, but nipple pain is never normal. Breast engorgement Breast engorgement is the overfilling of your breasts with breast milk. This can make your breasts throb and feel hard, tightly stretched,Show MoreRelatedWithout Connection to Others There Is No Me1863 Words   |  8 Pagesin her latching onto her brother and his wife in order to belong. But once she found herself through social interactions, she has transformed from being confused like the ‘nervous green and white moths’ to someone who is full of direction with a purpose like ‘a flock of strong-winged arrowed geese’. As freelance journalist Chuck Palahniuk has said, â€Å"Nothing of me is original. I am the combined effort of everyone I’ve ever known†. Written Explanation: I chose to write a persuasive essay as it allowed

Is Abortion The Right Way - 908 Words

Is Abortion the Right Way to Go? Is abortion good? Is it bad? Abortion is seen different for a lot of people, because everyone has different opinions. In 1973, U.S. Supreme Court held Roe V. Wade said â€Å" protected women’s rights.† The Supreme Court later found out that Roe V. Wade was wrong. It does count that abortion is a women’s right ,but it’s also the child’s right to stay alive. In 2013, 22 states passed abortion but 70 other countries restricted abortion. More and more people are actually just now figuring out or learning about how abortion actually works. When did abortion began? Abortion began in the 1800s to the 1900s, abortion is when you get pregnant and you want to sacrifice the baby’s life so you can be happy. I believe that†¦show more content†¦Abortion should be illegal, there s always a better option that you can choose. Another reason is women have more health and psychological problems. According to Women s Health Center,and Human Life Review, women and teens have more mental health problems and psychological problems. They also said â€Å"Studies of many kinds have been done.† In 2001 a study was published a research that proved women have more health problems, 41,089 women matched a group of 39,220 women without abortion. They also said â€Å"psychological problems come more on the mother after abortion.† Abortion causes over-all 165% higher rate of hospitalization for psychiatric problems because of women who have had abortions, and women break down more after abortion. Abortion is not okay in God’s eyes. In the Bible it says in the Ten Commandments â€Å"you shall not kill.† You are basically killing one of God’s innocent child, he never said killing was okay. If you are having an abortion or going to have an abortion or have already had one you need to stop having abortions. In the Bible God says â€Å"You shall not kill†, you are killing one of God’s beautiful creations. This means that abortion is basically disobeying God’s rules, and you will be punished for killing an innocent person. Abortion causes you to turn against God’s rules, and disobey him, and I believe that by disobeying God is the worst thing you could do in life. Those who believe that

The American Dream in the Great Gatsby free essay sample

They are then led place false hope in destructive factors. It is hard to see that dream does not actually exist, and the truth that it is not real. For that reason individuals pursuing the dream eventually destroy themselves. In F. Scott Fitzgerald’s novel, The Great Gatsby, the spirited main character, Jay Gatsby is corrupted in his pursuit of the ‘American Dream’. The Great Gatsby is set to illustrate the roaring 20s, a period in which young men and women pursued a freer lifestyle. Fitzgerald attempts to exhibit the crisis that most of these individuals faced: they were chasing the ‘American Dream’. The ‘American Dream’ is a common aspiration shared between many young individuals who pursued a life of self-made wealth and true love. Corruption of the society by destructive factors, such as bootlegging and other felonious acts, resulted in an end to an intoxicating era, and eventually an end to the ‘American Dream’. Being deprived of ‘the good life’, impressionable Jay Gatsby is corrupted by men who persuade him, with their self-made image, to partake in illegal activities. Once a self made man, Gatsby transitions into high-class society, and his idea of respect is lost as he discovers the dark nature of the privileged society. Furthermore, Gatsby’s memories of an old love corrupt his mind when he sees that she embodies the unachievable ‘American Dream’. In The Great Gatsby, Jay Gatsby dreams of self-made wealth. As he meets several individuals, they influence him with their image to contribute to their illegal activities. After spending a long summer in his youth with a wealthy girl, Daisy Buchanan, Gatsby falls madly in love with her. Before he can act any further, he is contacted to serve in the military. Upon returning home, Jay Gatsby still passionately yearns for Daisy. Being an outsider to her society, Gatsby realizes that he must live up to her standards, and become a self-made man. Walking along the streets of New York City, he meets millionaire Meyer Wolfsheim who â€Å"[raises] him up out of†¦the gutter†¦[and uses] him good† (Fitzgerald 171). Gatsby’s new mentor displays his success through â€Å"[gambling and being] the man who fixed the World’s Series in 1919† (Fitzgerald 73). Mr. Wolfsheim’s compelling persona and exciting background intrigue Gatsby. Despite being a felon, Mr. Wolfsheim walks the streets freely. Mr. Wolfsheim is intelligent and shrewd, he has gotten out of many complicated situations using his knowledge and understanding of the world. Gatsby see’s only the positive side of his persona and is fascinated; he sees a part of his ‘American Dream’ in Mr. Wolfsheim. the devious Mr. Wolfsheim brings Gatsby into an unfamiliar world, introducing him to drug markets and underground bootlegging fields. As he begins to see the opportunities in the illegal markets, he changes into a new man. He loses all hopes of creating an honest living using his â€Å"Oxford [education]† (Fitzgerald 129). Mr. Wolfsheim intrigues Gatsby to â€Å"[buy] up a lot of side-street drug-stores†¦in Chicago and [sell] grain alcohol over the counter† (Fitzgerald 133). Gatsby once was hopeful to acquire his own wealth in a honest manner. It is not until he meets bootlegger and gambler Meyer Wolfsheim that he changes his course. As he is reaching for the ‘American Dream’, â€Å"the wondrous hope which Gatsby [embodies is lost] against the corruptness of [the] bootlegging business† (NFS 79). He notes how simple it was for Mr. Wolfsheim to get all of his money. Gatsby’s vision of being a self-made millionaire comes to life as he mimic’s Mr. Wolfsheim’s actions. After acquiring his enormous wealth through side-street businesses, Jay Gatsby takes a second leap into achieving the ‘American Dream’. As he moves into the high-class society of West-Egg, his idea of respect is lost realizes the dark nature of the high-class society. From when he was a young boy, Gatsby dreamed of living the high life. He saw the way in which the people were treated and he wished that for himself. He creates an image in his mind that if he was too wealthy, he would be given respect by everyone that he meets. In the region of West-Egg, the residence are very wealthy; they afford of the finest luxuries. Dreaming of living there since he was a boy, Gatsby is finally able to relocate after he had acquired all of his new money. Gatsby builds one of the finest and largest mansions overlooking the bay in West-Egg . In order to get acquainted with the people in the town, he decides to throw lavish parties every week that involve â€Å"crops of caterers [to come] down with several hundred feet of canvas and†¦ colored lights†¦[and] buffet tables, garnished with glistening hors d’oeuvre†¦[and] a bar stocked with gins and liquors† (Fitzgerald 40). He soon finds that the people in the town are lacking a sense of compassion. His attempt to reach out to the people with his parties but he finds that â€Å"sometimes [people] came and went without having met [him] at all† (Fitzgerald 41) and that â€Å"no one swooned [to his] shoulder† (Fitzgerald 50). He struggles when he â€Å"attempts to attain an ideal of himself [just deconstruct] this ideal to†¦service another ideal† (NFS 77). Gatsby’s dream of becoming a self-made millionaire, is only attainable if he rejects his past and hides it. As he moves into West-Egg, he changes both his name and his history; he creates a story that leads people to believe that he lived his entire life in luxury. The society of West-Egg is tightly wound; many of the individuals know every aspect of the others lives. Once Gatsby begins to fit in, and he makes a few friends, they begin to question the history his money. Tom Buchanan, Daisy’s husband takes it so far that he â€Å"[makes] a small investigation of [him]† in hopes to expose the fact that Gatsby is ‘new money’(Fitzgerald 122). When Gatsby first moved to West-Egg, he kept to himself. As the nosey neighbors begin to grow weary of his mystery, they began to develop different flaws. Moreover, Tom tries to pick him apart on several occasions and expose his past. He wanted to destroy what Gatsby had worked so hard to make. Gatsby discovers that â€Å"[the rich people] smashed up things and creatures and then retreated back into their money or their vast carelessness† (Fitzgerald 179). They create ideals that become the standards for the society. When an individual does not comply, then they are out casted by the community. Gatsby’s desire to live the ‘good life’ makes him â€Å"[conform] to an ideal of himself that transforms reality into possibility† (NFS 78). He tries to spend time with only genuine individuals, but he is continuously confronted by jealous suitors (such as Tom). They pick him apart and result in his corrupted mind frame. In the end he realises that there is no ‘respect’ for individuals who are achieving the ‘American Dream†. Jay Gatsby’s entire ‘American Dream’ revolves around his memories of an old love; he is infatuated with his memories her. They corrupt his mind when he realises that she is the perfect example of the unattainable ‘American Dream’. Initially, when Gatsby first met Daisy Fay, he noticed that she was unlike another girl; she was incredibly wealthy, she lived in â€Å"the largest of the [houses] and [had] the largest of the lawns†¦She dressed in white, and had a little white roadster† (Fitzgerald 74). When they talked Gatsby felt the very essence of his ‘American Dream’ oozing from her lips, â€Å"her voice [often sounded like it was] full of money† (Fitzgerald 120). Although her voice is influenced by her society, Gatsby adores this about her and he feels inspired; he often dreamed of himself as a man with so much money. Once he became more acquainted with her, he noticed that â€Å"all day long the telephone rang [and] excited young officers†¦demanded the privilege of monopolizing her that night† (Fitzgerald 74). Daisy was a desired woman, every man in the town wanted to be with her. Gatsby noticed that she embodied the ‘American Dream’ perfectly; she was rich and loved by many. At first, â€Å"he had intended†¦to take what he could and go†, but after seeing another world, her world, â€Å"[he felt] married to her† (Fitzgerald 149). Being with Daisy changed Gatsby’s life; he was given a new found hope of what he could do, and who he could be. It was her â€Å"vast†¦and meretricious beauty to which Gatsby aspired† (NFS 83). Moreover, â€Å"[he loved] her and that [was] the beginning and end of everything (F. Scott Fitzgerald Quotes (Author of The Great Gatsby). He created his own ‘American Dream’, one that which her love drove him. She was the essence for everything he ever did; going to Oxford, getting rich and moving to West-Egg. As he planned, he meets her again with the help of his friend Nick. Nick Carraway is a young and prominent individual who is new to the West-Egg society. He is related to Daisy, and he is the one who initiates the reconciliation between her and Gatsby. Daisy and Gatsby quickly rekindle their love affair, but it seems only to last for a minute before â€Å"she [vanishes] into her rich house, into her rich, full life† (Fitzgerald 149). She seemed different to Gatsby now, â€Å"she [didn’t] understand†¦[like] she used to be able to understand† (Fitzgerald 109). Gatsby finds it hard to grasp the fact that his ‘true love’ is not what his memories illustrated her to be. She lose her feeling of wonder as she becomes â€Å"as shallow as the other hollow people who inhabited [West Egg]† (NFS 83). Daisy had changed, and Gatsby could not understand this. He fought to recreate the past, but â€Å"she could never become a legitimate actualization of Gatsby’s illegitimate dream† (NFS 83). By entrancing him with her world, Daisy created an unrealistic conception in Gatsby’s mind. Daisy led Gatsby to believe that he could potentially be part of her life if he were to change into a different person. Consequently, she destroys the ‘American Dream’ when she corrupts him into conforming. Jay Gatsby is just another individual who is lost in the pursuit of the ‘American Dream’. F. Scott Fitzgerald’s The Great Gatsby â€Å"ends by uniting Gatsby’s dream born from his past with the American dream from another past, a dream that is as incorruptible and unreal, indicating the way in which the future of this story may be found in the past: So we beat on, boats against the current, borne back ceaselessly into the past† (NFS 79). Living in poverty for a majority of his life, Gatsby dreams of life as a millionaire. When he meets self-made Meyer Wolfsheim, he is quickly corrupted by his image, and he assists him in felonious acts. After receiving all of the benefits of the illegal markets, Gatsby is able to have become the man that he aspired to be. He continues to achieve his goal as he moves into high-class society. Gatsby soon finds that the society possess’ a careless nature and he loses all hope for being respected. Consequently, Jay Gatsby created his ‘American Dream’ to reconnect with his old love. His vision is blurred by the fact that his memories of an old love corrupt his mind when he sees that she embodies the ‘American Dream’. Throughout his pursuit to achieve the ‘American Dream’, Gatsby is corrupted by men and women with a stronger sense of themselves. It is Gatsby’s weakness for the young and beautiful Daisy that result in his periodical downfall. Bibliography American Dream quotes amp; quotations. Find the famous quotes you need, ThinkExist. com Quotations. N. p. , n. d. Web. 6  May  2013. Fitzgerald, F Scott. The Great Gatsby. New York, NY: Scribner,  2004. Print. â€Å"The Great Gatsby. † Novels for Students. Ed. Diane Telgen. Vol 2. Detroit: Gale, 1997: 74-85 F. Scott Fitzgerald Quotes (Author of The Great Gatsby). Share Book Recommendations With Your Friends, Join Book Clubs, Answer Trivia. N. p. , n. d. Web. 9  May  2013.

The Death Penalty Essays (575 words) - Penology, Crime,

The Death Penalty In the eighteenth century, England would punish by death for pickpocketing and petty theft. Ever since the 1650's colonist could be put to death for denying the true god or cursing their parents advocates. Capital Punishment have clashed almost continuously in the forum of public opinion in state legislatures and most recently in courts. In 1972,the case of furman vs.Georgia reached the supreme court. The court decided that punishment by death did indeed violate the eighth amendment to containing that "excessive fines imposed,nor cruel and unusual punishment inflicted." By this decision death sentences all over the country were set aside. The three most common death penalties are the gas chamber,lethal injection,and the electric chair. Capital punishment has become an increasingly controversial issue over many decades. The problem lies between, is the death penalty being accepted in murder cases or ruled out completely. While some people feel that Capital Punishment will not discourage crime, Capital punishment should be legalized in all states, because it is morally just and it will deter crime. The many opponents of capital punishment who are against it feel that the death penalty is not a deterrent and that it is barbariaertic of the past. It has no place in a civilized society today. One of the biggest arguments against capital punishment is people feel that it violates the eighth amendment which forbids cruel and unusual punishment. People against Capital Punishment believe the death penalty is absurd and is in un-christian practice. Further more, they feel society should not" encourage sentiments of vengenance cater to morbid interest in ritual execution." Criminologists also built a strong case that the threat of death failed to deter murder, anymore effectively than prison. Therefore, to inflict harm to one,it is simply useless. However, the punishment fits the crime therefore, it is morally just. Capital punishment is an expression of society's moral outrage at offensive conduct. This may be appealing to many but it is essential in an ordered society. It asks our citizens to rely on legal procedures rather than to self-help their wrongs doings. It is morally right to sentence a person to the death penalty who has commited a serious crime as murder. If someone has murdered a person it is unethical to let the murderer live when you have an innocent person who is dead. Capital Punishment has to be based entirely on consideration of justice and morality. Finally, the death penalty is a deterrent against crimes. Statistics show that the crime rate is reduced in all states that hold the death penalty. The point given to these people is that they are less likely to commit a crime knowing they will receive the ultimate punishment to kill. "No other punishment deters men so effectively from committing crimes as the punishment of death". Still, Capital Punishment is supported by many Americans. They usually rely on deterrence as their main reason to deter people from committing serious crimes. Hopefully Capital Punishment will be legalized in many states to eliminate violence from american life. Many people feel Capital Punishment will not discourage crime . It promotes murder rather than deter it. A desire for suicide is what leads some murders to their criminal acts. Capital Punishment should remain legalized in all states. The two main reasons are it is morally just and it will deter crime. The way our society is today we need to continue on with the death penalty. It deters other murders and it protects our society from them. Clearly, the usage of the death penalty will force crime to be unacceptable in our world and protect our citizens.

HIST 1302 FINAL EXAM REVIEW Essay Example

HIST 1302 FINAL EXAM REVIEW Essay Example HIST 1302 FINAL EXAM REVIEW Essay HIST 1302 FINAL EXAM REVIEW Essay Final -rest Review 2013 Fall 1 . All of the following factors promoted the growth of suburbs a. Low cost government loans. b. Expanded road and highway construction. c. Increased automobile production. d. The baby boom. 2. The mood of the Beat Generation is best reflected in which Jack Kerouacs On the Road. 3. The decade of the 1950s was characterized by women doing what? 4. All of the following were reasons why a consumer culture appeared in the 1950s a. The creation of credit cards and easy payment plans. b. An increased ability of advertisers to create demand for new products. c. The ppearance of new and varied products. d. Keeping up with the Jones. 5. The Soviet Unions launching of Sputnik in 1957 immediately led to The creation of NASA 6. In his farewell address in January 1961, President Eisenhower warned the American people against . Military industrial complex and deficit spending 7. The largest public works project during Eisenhowers presidency was . Eisenhower Highway System 8. Containment is to Truman as is to Eisenhower. Brinkmanship 9. Which Supreme Court decision ruled that a state law school have to admit qualified African American applicants even if parallel black aw schools existed? Sweat vs. Painter 10. Which Supreme Court decision ruled that segregation in public schools was unconstitutional? Brown vs. Board of Education 1 1 . Where was the March for Freedom in which state troopers and deputized citizens brutally attacked marchers in full view of television that helped lead to the Voting Rights Act of 1965? Selma, Alabama 12. In response to the arrest of Rosa Parks, African Americans did what? Boycotted riding the bus 13. Where was the location of a Woolworths lunch counter that sparked the sit-in movement for civil rights? Greensboro, NC/ A University 14. At first President Kennedy acted slowly on civil rights because? JFK didnt want to lose support from Southern Democrats 15. What was the Southern Manifest? a resolution signed by Congress condemning Brown vs. BOE ruling 16. In Little Rock, Arkansas, Governor Orval Faubus tried to prevent African American students from entering a white high school by deploying whom? Arkansas Natl Guard 17. The Kerner Commission blamed the majority of the inner-city problems on what? 18. Plessy v. Ferguson Separate but equal 19. Dr. Martin Luther King, Jr. , believed the way to end segregation was through Peaceful Protest 20. The Civil Rights Act of 1964 did little to guarantee what? Social equality/ integration 21. Until 1965, the civil rights movement focused on what? Integration of school and public places 22. After his pilgrimage to Makkah, Malcolm X concluded what? That segregation is not good for the Mississippi Freedom Democratic Party? Fannie Lou Hamer 24. As a result of the Civil Rights Act of 1964, segregation was outlawed where? Nationally 25. Why is the Till case considered the birth of the Civil Rights movement? Because it motivated the young people to get involved 26. The Alliance for Progress, proposed by President Kennedy in 1961, can be most accurately called an added dimension of what FDR plan? Good Neighbor Policy 27. President Kennedys main goal in the United States 1962 decision to blockade Cuba was to what? : To get Soviets to surrender and/or move their nuclear weapons 28. What was JFKs policy calling for more conventional weapons to be used against Soviet aggression since nuclear weapons were to be used as a last response? Flexible Response 29. What became the symbol of the separation of the Free World from the Iron Curtain? Berlin Wall 30. The primary reason for the crushing Republican party defeat in 1964 was what? 1st televised debate, Nixon looked nervous (sweating) in comparison toa polished Kennedy 31 . Both the New Frontier and the Great Society shared the idea of what? 32. Supporters of the Warren Courts decisions in the 1960s believed that persons accused of crimes were entitled to what? 33. Johnsons Great Society, for all practical purposes, was put to end in 1968 because of what? His decision to not run for presidency and not accept DNC nomination 34. Which of the following events are in the correct order? McCarthy announces his candidacy, Tet Offensive, Johnson pulls out of race b. McCarthy announces his candidacy, RFK assassinated, Tet Offensive c. RFK assassinated, MLK assassinated, The Chicago Convention d. MLK assassinated, RFK assassinated, , McCarthy announces his candidacy e. None of the above 35. Who said the following: For it seems now more certain than ever that the bloody experience of Vietnam is to end in a stalemate? Walter Kronkite 36. Which president first got the U. S. involved in Vietnam? JFK 37. Whose political campaign was dubbed the Childrens Crusade? Eugene McCarthy 38. Escalation is to Johnson as is to Richard Nixon. 39. What effect did the Pentagon Papers have on the American public? 40. Which of the following is not a legacy of the Vietnam War? 41 . Nixons domestic policy included all of the following: a. More power to the state governments b. Increased police power to fight crime c. Reduced federal spending d. Appointing conservative Judges to federal courts 42. What was the Job of Nixons Plumbers? to take care or do away with anyone that was speaking out of turn against the Nixon Administration 43. President Nixons olicy of giving the states greater responsibility for controlling welfare and other government programs is called New Federalism 44. This term described the American economy in the mid 70s when business was not growing and inflation was rising out of control. Stagflation 45. What was the SALT I Agreement? Strategic Arms Limitation Talks, in theory well destroy some of our missiles you destroy some of yours 46. What did the American action during the Yom Kippur War of 1973 resulted in? 47. All of the following occurred during the presidency of Richard Nixon: a. The Watergate break-in and consequent hearings b. The resignation of the vice-president. visit d. The use of shuttle diplomacy to end Arab-Israeli conflicts 48. Gerald Fords main liability in the 1976 presidential election was . Nixon pardon? Watergate Scandal 49. What contributed to the Ayatollah Khomeinis hatred of the U. S.? 50. Which of the following is considered Carters most significant foreign policy accomplishment? Camp David Accord? (Israel and Egypt Peace Treaty); foreign policy/ human rights 51 . What led to Jimmy Carters success in the election of 1976? 52. What led to the U. S. boycott of the 1980 Summer Olympics in Moscow? 53. The most important element of the religious revival of the 1970s and 1980s was what? 54. The moral Majority attacked all the following a. Abortion rights b. Homosexuality c. Womens rights d. Secular humanist 55. What were economic goals of Reagan in the beginning of his presidency? 56. Which country did Reagan describe as the evil empire? The Soviet Union 57. President Reagan responded to the 1983 terrorist bombing of an American Marine barracks in Beirut by doing what? Retreating, U. S. troops pulled out of Beirut 58. The ne event that signaled the end of the Cold War more than any other was 59. What was President Reagans assessment of Gorbachev when they meet? He doesnt like him, and leaves the meeting 60. Some of the money from the American arms deal with Iran during the Reagan presidency was secretly funneled to . 61 . George Bushs 1988 presidential victory was the result of what? Promising no new taxes? 62. The Gulf War of 1991 had its origins in an Iraqi decision to annex Kuwait 63. In 1993, President Clinton secured from Congress all the following a. A significant reduction in government spending b. A free-trade agreement . A large tax increase on the wealthy 64. The budget impasse and shutting down the government in late 1995 and early 1996 saw the public largely blame whom? 65. The Muslim fundamentalist group that controlled Afghanistan was . Taliban? 66. The mastermind of the 9/11 plot was . Osama Bin Laden 67. Terrorist carried out their attacks on September 11, 2001, by . A1 Qaeda 68. What were the Americans searching for in Iraq that led to the invasion? 69. The 2000 election final was held up by which states votes? Florida 70. Who campaigned in the 2008 election promising hope and change? Barack Obama

Printable Metric Conversion Quiz

Printable Metric Conversion Quiz Do you feel confident about your ability to make metric to metric unit conversions? Heres a quick little quiz you can take to test your knowledge. You can take the quiz online or print it out. You may wish to review metric conversions before taking this quiz. An online version of this quiz is available if you prefer to be scored as you take the quiz. TIP:To view this exercise without ads, click on print this page. There are ___ in 2000 mm?(a) 200 m(b) 2 m(c) 0.002 m(d) 0.02 mThere are ____ in 0.05 ml?(a) 0.00005 liters(b) 5 liters(c) 50 liters(d) 0.0005 liters30 mg is the same mass as:(a) 300 decigrams(b) 0.3 grams(c) 0.0003 kg(d) 0.03 gThere are ____ in 0.101 mm?(a) 1.01 cm(b) 0.0101 cm(c) 0.00101 cm(d) 10.10 cm20 m/s is the same as:(a) 0.02 km/s(b) 2000 mm/s(c) 200 cm/s(d) 0.002 mm/s30 microliters is the same as:(a) 30000000 liters(b) 30000 deciliters(c) 0.000003 liters(d) 0.03 milliliters20 grams is the same as:(a) 2000 mg(b) 20000 mg(c) 200000 mg(d) 200 mg15 km is:(a) 0.015 m(b) 1.5 m(c) 150 m(d) 15000 m30.4 cm is:(a) 0.304 mm(b) 3.04 mm(c) 304 mm(d) 3040 mmThere are ____ in 12.0 ml?(a) 0.12 l(b) 0.012 1(c) 120 l(d) 12000 l Answers:1 b, 2 a, 3 d, 4 b, 5 a, 6 d, 7 b, 8 d, 9 c, 10 b

Unemployment in Macroeconomic Theory Essay Example | Topics and Well Written Essays - 1500 words

Unemployment in Macroeconomic Theory - Essay Example The farmer will not get the job of the mismatch skills. Another cause of structural unemployment is the geographical immobility. This is a situation where an individual is not able to move to another place for a job opportunity. He or she mays decided to remain jobless due to the fact that he or she cannot move to another geographical area even if a job is guaranteed. Some of the reasons behind are family’s issues or health issues. One can leave a job opportunity and remain close to the family. Change in technology can also cause structural unemployment. This is because some people are resistant to change. When new technology is introduced, they find it difficult to adapt to its use. Some are forced to quit their jobs due to the technology illiteracy. However, structural unemployment issue can solved if people accept to go for retraining if they want to be considered in re-employment. People searching for jobs should also accept to change their geographical locations if the jo b opportunity demands them to. Furthermore those who are working in technology driven companies should be able to adjust to the changes in technology. Another type of unemployment is the frictional unemployment. This type of unemployment occurs when one leaves the current and become unemployed when he or she is still looking for another job. Some can leave their jobs just to have time to relax themselves (Wessels, 93). The main cause of this type of unemployment is the movement of people between jobs, locations or careers. One of the cause of this unemployment is when someone is fresh from college and do not understand the labor markets. The graduate will be expecting to get a better paying job. During this time... The intention of this study is to provide comprehensive theoretic analysis of the issue of unemployment and also determines the ways of addressing this problem, in order to achieve high levels of economic development. There are many effects that are caused by unemployment, which can either be direct or indirect. Unemployment is situations where people who get job they are searching. These people do have any income. They have to look for other options that will help them get jobs. Unemployment can either be voluntary or involuntary. Voluntary unemployment is where one renders himself or herself jobless knowingly. This is caused by many factors both economical and in the markets. Another type of unemployment is the structural unemployment. This is a type of unemployment where capital labor situations make people to be unemployed. These capital labor situations reduced labor demand. Structural unemployment always occurs when the new job vacancies mismatch with the skills that are available. Frictional unemployment occurs when one leaves the current and become unemployed when he or she is still looking for another job. Some can leave their jobs just to have time to relax themselves Cyclic unemployment is the most volatile type. It is caused by lack of goods and services demand. It is sometimes referred to as demand deficient unemployment because it is related to the economic capacity. It always occurs when GDP growth rate moves in moves in different direction with the rate of employment.

Exploratory Methods Research Paper Example | Topics and Well Written Essays - 1000 words

Exploratory Methods - Research Paper Example Exploratory research is also known as unstructured or informal form of research. This is generally done for conducting a background study of the research. The nature of the research keeps changing as the researcher uncovers the different aspects of the research area. In exploratory method of research no well-defined objective, sampling plan or questionnaire is prepared for collecting data. Generally secondary sources of data are concluded in this form of research (Parasuraman, Grewal & Krishnan, 2007, p. 57). The exploratory research method is applicable in: a) Gaining the information regarding the background of the study. It is used when the researcher has very little information about the problem and the problem statement of the research could not be appropriately formulated. It becomes necessary for the reader to develop a background analysis to see the larger picture of the situation, b) It is used to measure the terms and concepts to be used in the research, and c) The hypothesi s and the problem areas can be clarified through exploratory research (Burns, & Bush, 2007, p. 57). Case Study The intensive analysis of any individual unit is called case study. It mainly stresses the developmental factors in relation to the given context. It may be descriptive or exploratory. Case study is used in exploratory research to find the causes so as to find relevant answers for the stated principles. The case study may be prospective one or a retrospective one. The case is the subject, which is discussed on the basis of a particular organization, issue or problem. Case study is also denoted as research study as it gives us an empirical analysis of the phenomenon in real-life situations. Case study is generally formulated to answer the research questions. The research problem is first carefully formulated and then answers are found based on the research conducted by the researcher. The answers derived from the research is explained or interpreted by the researcher with th e help of a real-life situation. The theories used while deriving the solution are utilized and a case is formulated to present the practical problem situations and strategies that were used to solve them. The type of research question defines the type of case study to be formed. Case studies help to find the bottle necks and ways to reach the solutions. It also enables the researcher to monitor the changes. Psychobiography The term psychobiography means analyzing the importance of lives by using the psychological theories and conducting research. The aim of this type of research is to unearth the public motives behind a particular activity or behavior. Psychobiographical research does not involve any form of standardized format. It generally depends on the subject, the researcher and various other aspects. It is actually considered as a qualitative form of research technique. This method of conducting research is generally used for celebrities, outstanding personalities or leaders. Psychobiographical research provides an in-depth analysis to the researcher regarding the behavior of the person and the reason behind such behavior. This methodology was actually invented by Sigmund Freud. It deals with unfolding the personality and psychology of an individual. This method is use in form of qualitative research technique because it deals with human behavior, psychology and emotions. It is also used to explore

Hinduism Paper Essay Example for Free

Hinduism Paper Essay Hinduism began in India and is one of the oldest religions known to man and as such does not have a prominent founder that anyone can remember. In India, the land lying on the southern side of the Hindu-Kush Mountains was considered the land of the Hindus or Hindustan and the religion followed by the people there was known as Hinduism. It is a religion that is based upon Aryan settlers. The Hindu people believe that their religion has no beginning and no end. It consists of thousands of different religious groups that have evolved in India since 1500 BCE. Because of the wide variety of Hindu traditions, freedom of belief and practice are notable features of Hinduism. In Hinduism, Buddha is the last avatar of the ten avatars of Lord Vishnu. The word Buddha was not used to describe the last avatar of Vishnu, the description, time and place of his arrival is well chronicled in scriptures prior to the advent of the Buddha. Buddhism and Jainism are outside the Hindu tradition but are regarded as related religions. Hinduism is different than Christianity and other monotheistic religions in that it doesn’t have a single holy text that the people follow or a single system of morality and or a central religious authority. This individual freedom to meditate and act according to one’s own conscious seems to give the followers more personal responsibility in their own actions. By this I mean they are not consciously breaking rules set down by doctrine; when they feel they have done wrong, it is because their conscious is telling them they have done wrong. Hinduism has grown to become the worlds third largest religion, after Christianity and Islam. It claims about 950 million followers about 14% of the worlds population. It is the dominant religion in India, Nepal, and among the Tamils in Sri Lanka. Hinduism provides a freedom of belief system based in meditation and peaceful resolution to one’s problems. This belief of and by itself is an extremely beneficial factor in aiding the people of India and other densely populated areas maintain an ordered and peaceful society. In many areas of India, resources such clean water and food are limited and sometimes scarce and in the struggle for such limited commodities, tensions may run high. The precepts of Hinduism help the people share and take what they need without hoarding. With the spread of Hinduism throughout the countries of India, Nepal and Sri Lanka there has been a positive impact on the people not only in the accepting the scarcity of basic needs but in the tolerance of others not of the Hindu faith. Hindus, unlike Catholics or most other religions do not believe in judging others but instead are focused on self-perfection; this focus, done correctly would make judgment of others counterproductive to their underlying goal. It is meditation that helps them find there center to calm and relax, resulting in a more holistic perspecti ve to their problems. These attributes of Hinduism help the culture to be more relaxed and tolerant providing a greater chance for success in their democracy. A significant negative aspect in the society which is not entirely caused by the religion, but is also not helped by the religion is the apparent denigration of women including high levels of domestic violence. The desire for liberation from earthly existence is a basic premise of Hinduism and involves the perfection of oneself while being true to one’s individualism. The freedom to express themselves this is one reason people practice Hinduism. The primary teaching of Hindu is self-realization in that the people don’t follow a certain book or person to tell them what to do. True liberation means liberation of the individual soul from the constant cycle of births and deaths. Hindus understand that perfection might involve multiple lives and reincarnations to get it right and become a perfected being. Liberation is known in Hinduism as mukti, kaivalya, moksha or nirvana. When your soul becomes aware of the true nature of understanding and transcends into the sky to gain freedom and become one with the divine. As one of the oldest of all religions Hinduism has stood the test of time; partly perhaps due to the lack of a founding father or the lack of a dogmatic scripture which often becomes dated and irrelevant over time. Hinduism puts the responsibility for correct behavior on the follower personally, we all know when we have done wrong, and Hindus must be shamed by themselves alone. The religion helps followers deal with incredible hardships when it comes to meeting the basic needs of their families and avoid wasting time on jealousy of others who have more. They are more tolerant of others while focusing on self-perfection to achieve their ultimate goal of Nirvana; while Hinduism may not be for everyone, all of us could benefit from accepting some of these precepts. Reference Page 1.http://www.religioustolerance.org/hinduism.htm 2.http://www.answers.com/topic/hinduism

Written in Disgust of Vulgar Superstition :: Disgust

Written in Disgust of Vulgar Superstition The subject of John Keats "Written in Disgust of Vulgar Superstition" has to do with the opposition of religion and what people do to seek their "religious enlightenment". It seems more as if the theme is based on his personal dislike of religion and the things people do for religion. Keats suggestion that a preachers sermon tears you from "Fireside joys" and "Lydian airs" makes it seem as if the people in church do not want to be there, which is most likely not the case. He is trying to make his point about what he is speaking of by trying to make the reader agree with him. Which might work with some people, but as for me I already have a fixated belief about religion, one that will not change even if I read some writers perturbed opinions. Images are used very well by Keats to present his opinion or feelings about the subject. On lines two and three of "Written in Disgust of Vulgar Superstition" Keats says "calling the people to some other prayers, some other gloominess, more dreadful cares." This image of people flocking to prayers so that their heads can be filled with nonsense (dreadful cares) which they do not need is the initial bash on church by Keats. From these two lines, it is obvious right away that the writer is no too fond of religion and the morals it preaches. He apparently feels as if church is a bunch of superstitious people trying to implant these ideas into public minds about how to live their life. Before you even begin to read his poem it is obvious of his dislike for something by the title "Written in Disgust of Vulgar Superstition", you can not tell exactly what his dislike is for until you begin reading. Then the images on lines two and three make you start thinking that his "disgust of superstition" could be a disgust of religious superstition. I feel that it is those images that set the tone for the rest of the poem. "A chill as from a tomb". Those are pretty strong words to be used in opposition of religion.

7 Proven Pieces of Entrepreneurship Advice for Students

7 Proven Pieces of Entrepreneurship Advice For Students and Interns Right now there are millions of college students sitting in a college class or a dorm room. They are not even realizing that the cost of the school they are at is going to eat away at their budget for years to come. As the student debt and tuition continue to mount, students also have a great deal of benefits that many others didn’t, and therefore these Millennials may be the world’s next biggest entrepreneurs. That’s where the following 7 pieces of entrepreneurship advice come into play. In a world where money makes the world go round, the reason why they are ripe for jumping into these grounds is that they end up working for or interning at tech companies. Many are interested in high tech jobs, but even larger numbers want to do something on their own, and be independent. Not everyone in college today wants that 9 to 5 job after they graduate. These millennials have some incredible ideas, that only get bigger as they go through their college life and gain experience thru internships. There is a lot of advice out there for the Millennials, but honestly, only a few things resonate with some proving grounds. Here are the 7 proven elements that students may want to learn right now which would help them with their entrepreneurship career.Meet New People and Network School is a proving ground where you can meet other people. Don’t let yourself stay in one place and not meet others. Network, talk to others, befriend people and get a mentor. You may find that the people you meet in college are going to stay with you for years, and could help you succeed down the line. The more you can communicate and stay in touch, the better your chances are for getting success after you graduate, as the real world is full of people that â€Å"know someone†, etc.The Opportunity Or The DegreeTake a note from big time basketball players, jump at the chances of a lifetime, don’t stay in school. This may not make your parents happy, but it’s something that you have to think about in the long term. Yes, you could fail in the big leagues, but what if you don’t? You can use your financial status to go back to school and get that degree later. You have an option to get a degree in your lifetime, but you don’t always have a chance at the majors, in tech, or in sports. If you get a once in a lifetime opportunity, take it, don’t sit in school. Degrees don’t mean success, they only prove to an employer that you can learn a particular subject and therefore, it helps, but you can get them when the time is right. Just remember that as entrepreneurship Advice.Eat With Others When You Can Building relationships is tough when you are not around people. Just like the tip above, take time to sit with others including your supervisor and talk to people. If you see someone sitting alone, go talk to them. Ask to sit with them, and just spark a conversation. This is going to be uncomfortable at first glance, but if you keep doing this, you’ll eventually talk to more and more people and you’ll build relationships and network far easier over time just like big companies.Don’t Fear FailureYou’re going to need to take a few risks in your life. That includes college etc. You don’t necessarily need to skip school and risk your life, but there are times when a questionable option could lead you down some great experiences. You may find that if you push the limits a little, you may very well see a great option moving forward for your career path.Look Around and Explore Your AreaDo not stay in one place. Travel as much as you can. If you don’t have a lot of money, that’s ok, travel around your campus, see every part of it, explore and keep going forward. Do not let yourself be isolated and stuck in one area. Learn to walk, learn to talk, and start to explore every nook and cranny of the buildings and offices that are around you. Your actions and attitude including nonverbal communication can have a great influence over your social environment, so be mindful. Also, be aware of your learning style, you will find that this can help you with dating, and networking alike. You will also find niches and hidden areas that you would otherwise not see.Ask Many QuestionsThe biggest thing that entrepreneurs do that others don’t is that they ask questions. You need to ask questions all the time. Whether you’re in class, or you’re in a meeting, if there is an option to ask questions ask them. Even if you know the answer, ask. This helps in two ways. The first is simple, you are going to be remembered. When your professor and those lecturing know your name, they are going to show you favor and will help you out more often than not. The second thing is that you’re going to be able to get clarification and even explore new avenues that others won’t. The more questions you ask, the better you are going to do in school, and in life. Ask questions that others don’t, and you’re going to find that you’ll get valuable answers, every single time.Become The Most Valuable Person (MVP)Whether you’re in an office setting, working with a team, or just trying to get through another class, become helpful. To become an entrepreneur means is to become a servant and understand how to cope with cultural challenges, for example understand British vs. US culture, if you are an international student. As an Entrepreneurship advice, look for ways to help your teacher, students, and even your school. The more you can help, the more you are going to be thought about, and that could lead to offers that others don’t get. Some individuals, for instance, may get called back from an internship to work full time. Others may get work study programs, or offered premium housing because they are helping with certain events, cleaning, and so much more. Your goal is to always be a valuable asset to anyone that is around you, so start in college and you’ll garner a great deal of attention down the line. As you can see, there are 7 major things that you can do as an intern or a student. These will help you gain the upper hand in whatever it is you want to pursue, and will help you succeed in life. Just don’t be stagnant, that’s the worst thing you can end up being whether you’re a student or chasing a career. Are you an entrepreneur at heart and need some inspiration, go ahead and read our site story? If you are worried that you need to survive the University, head over to our site and let our expert writers help you write a top class essay, on time and to the highest possible quality.

Lilian Kim Global II

Throughout the course of written history, people have made great changes that have made the society, government, and traditions what they are today. Even before written history, some individual made huge a revolution in the world by creating a writing system. People try hard to change and mold the world and many have come out positively, and others negatively. A great time of change and revolution in history is the Enlightenment and the Scientific Revolution. Some people who have had a great impact during this time were the Scientists Copernicus and Galileo, and the philosopher Locke. Before Copernicus's time people had agreed with Ptolemy's Geocentric Theory, that the Earth was the center of the universe and the sun and everything else revolved around the earth. This also went with the church's teachings and the church was basically the law in that time, so they influenced and stressed that idea, and most people agreed and believed it. However Copernicus went against the church, the people, and the accepted law and said that the sun was the center of the universe and not the earth. He declared that the Sun was a solitary object while all the other planets including the earth rotated around the sun, called the Heliocentric Theory. This caused turmoil and confusion within the people with some still believing the old law and others siding with Copernicus. If Copernicus did not have the courage to stand out and speak against the church then who knows when we would've figured that out. Another scientist backing the Heliocentric Theory was Galileo, probably one of the most famous scientists of this time period, and was also a heretic. Not only did he help prove that the Theory was true, he also proved all of Aristotle's ancient theories wrong. The church had been teaching and believing these century old teachings Aristotle had made and it had been the law for decades. Yet Galileo came and proved every single theory wrong thus angering the church and he was taken to inquisition by the church and took back all that he said for his life, which was a little negative, but the fact that he had said it so people would know was good because then the people would know and more people would finish the studies that he started. A great philosopher of this time was Locke. He declared many things that still affect many nations today. He came up with three natural rights that he said were, life, liberty, and property. In the Declaration of Independence of the United States of America, there are three rights that are unable to be taken away from you, which are, life, liberty, and the pursuit of happiness. Although the one of the rights were changed, Locke's Philosophy still influenced it. Another nation that has taken his philosophies into account is France. However in their declaration, the rights are life, liberty, and resistance to oppression. He also stated that if the government takes one or more of these rights away from anyone, the people should rebel and abolish the unjust rulers /government, and create a new system that will preserve those rights. He also wrote two treatises on government in 1690. His ideas have affected the world's greatest nations and those nations have prospered during the time after him. These people, the scientists Copernicus and Galileo, and the philosopher Locke have made a huge impact on the world and what it has become today. Though these three had most positive effects, some great people did not have that result. Thanks to these three great men, the world is a more knowledgeable and prospering place to live.

JFK2 essays

JFK2 essays On November 22, 1963, it was said that everything changed. This was the day that President John Fitzgerald Kennedy was assassinated in Dallas, Texas. The facts of the J.F.K. assassination will be assessed and the many different conspiracy theories will be explored and explained. How did one of the greatest and most influential Presidents of our time become assassinated, and why? Throughout this paper the facts will be brought to your attention and therefore you will be able to draw your own conclusions. By midday of November 22, 1963, the skies overlooking Dallas, Texas showed the threat of possible rain. This did not stop President Kennedy from greeting the crowds from his open limousine. To the left of the President in the rear seat was Mrs. Kennedy. In the driver seat was agent R. Greer of the Secret Service, next to him was agent Roy H. Kellerman. In the backseats were Governor Connally and Mrs. Connaly. Directly behind the Presidential limousine was a car with eight Secret Service Agents. Behind that car was the Vice Presidential car, carrying, the Vice-president, Lyndon Johnson and his wife Lady Bird. There were also several cars and busses for additional dignitaries, press Shortly after 11:50 a.m., the motor cade left from Love Field, and preceded through neighborhoods, and only stopping two times at J.F.K.s request to greet onlookers Each time the motor cade stopped, the Secret Service men stood near the President and Mrs. Kennedy to protect them. The motor cade then preceded down Houston Street and directly ahead on the intersections northwest corner a seven story, orange brick warehouse and office building, The Texas Schoolbook Depository. At a speed of 11 miles per hour, the Presidents motor cade descended gradually toward a railroad overpass, then reaching the Stemmons Freeway. The front of the Texas Schoolbook Depository was now on the Presid...

General P.G.T. Beauregard in the Civil War

General P.G.T. Beauregard in the Civil War General P.G.T. Beauregard was a Confederate commander who played a central role in the opening months of the Civil War. A native of Louisiana, he saw service during the Mexican-American War and, in 1861, received command of Confederate forces in Charleston, SC. In this role, Beauregard directed the bombardment of Fort Sumter which opened hostilities between the Union and Confederacy. Three months later, he led Confederate troops to victory at the First Battle of Bull Run. In early 1862, Beauregard helped lead the Army of Mississippi at the Battle of Shiloh. He career stalled as the war progressed due to his poor relationship with the Confederate leadership. Early Life Born May 28, 1818, Pierre Gustave Toutant Beauregard was the son of Jacques and Hà ©là ¨ne Judith Toutant-Beauregard. Raised on the familys St. Bernard Parish, LA plantation outside of New Orleans, Beauregard was one of seven children. He received his early education at series of private schools in the city and spoke only French during his formative years. Sent to a French school in New York City at age twelve, Beauregard finally began to learn English. Four years later, Beauregard elected to pursue a military career and obtained an appointment to West Point. A stellar student, the Little Creole as he was known, was classmates with Irvin McDowell, William J. Hardee, Edward Allegheny Johnson, and A.J. Smith and was taught the basics of artillery by Robert Anderson. Graduating in 1838, Beauregard ranked second his class and as a result of this academic performance received an assignment with the prestigious US Army Corps of Engineers. In Mexico With the outbreak of the Mexican-American War in 1846, Beauregard gained an opportunity to see combat. Landing in near Veracruz in March 1847, he served as an engineer for Major General Winfield Scott during the siege of the city. Beauregard continued in this role as the army commenced its march on Mexico City. At the Battle of Cerro Gordo in April, he correctly determined that the capture of La Atalaya hill would allow Scott to force the Mexicans from their position and aided in scouting routes into the enemy rear.  As the army neared the Mexican capital, Beauregard undertook numerous dangerous reconnaissance missions and was brevetted to captain for his performance during the victories at Contreras and Churubusco. That September, he played a key role in crafting the American strategy for the Battle of Chapultepec. Battle of Chapultepec. Photograph Source: Public Domain In the course of the fighting, Beauregard sustained wounds in the shoulder and thigh. For this and being one of the first Americans to enter Mexico City, he received a brevet to major. Though Beauregard compiled a distinguished record in Mexico, he felt slighted as he believed that other engineers, including Captain Robert E. Lee, received greater recognition. Fast Facts: General P.G.T. Beauregard Rank: GeneralService: US Army, Confederate ArmyBorn: May 28, 1818 in St. Bernard Parish, LADied: February 20, 1893 in New Orleans, LANickname: Little Frenchman, Little Napoleon, Little CreoleParents: Jacques and Hà ©là ¨ne Judith Toutant-BeauregardSpouse: Marie Laure Villerà ©Conflicts: Mexican-American War, Civil WarKnown For: Battle of Fort Sumter, First Battle of Bull Run, Battle of Shiloh, and the Battle of Petersburg Inter-War Years Returning to the United States in 1848, Beauregard received an assignment to oversee the construction and repair of defenses along the Gulf Coast. This included improvements to Forts Jackson and St. Philip outside of New Orleans. Beauregard also endeavored to enhance navigation along the Mississippi River. This saw him direct extensive work at the rivers mouth to open shipping channels and remove sand bars. During the course of this project, Beauregard invented and patented a device dubbed a self-acting bar excavator which would be attached to ships to aid in clearing sand and clay bars. Actively campaigning for Franklin Pierce, whom he had met in Mexico, Beauregard was rewarded for his support after the 1852 election. The following year, Pierce appointed him superintending engineer of the New Orleans Federal Customs House. In this role, Beauregard helped stabilize the structure as it was sinking into the citys moist soil. Increasingly bored with the peacetime military, he considered departing to join filibuster William Walkers forces in Nicaragua in 1856. Electing to stay in Louisiana, two years later Beauregard ran for mayor of New Orleans as a reform candidate. In a tight race, he was defeated by Gerald Stith of the Know Nothing (American) Party.   The Civil War Begins Seeking a new post, Beauregard received aid from his brother-in-law, Senator John Slidell, in obtaining an assignment as the superintendent of West Point on January 23, 1861. This was revoked a few days later following Louisianas secession from the Union on January 26. Though he favored the South, Beauregard was angered that he was not given a chance to prove his loyalty to the US Army. Leaving New York, he returned to Louisiana with the hope of receiving command of the states military. He was disappointed in this endeavor when overall command went to Braxton Bragg. Turning down a colonels commission from Bragg, Beauregard schemed with Slidell and newly-elected President Jefferson Davis for a high post in the new Confederate Army. These efforts bore fruit when he was commissioned a brigadier general on March 1, 1861, becoming the Confederate Armys first general officer. In the wake of this, Davis ordered him to oversee the escalating situation at Charleston, SC where Union troops refused to abandon Fort Sumter. Arriving on March 3, he readied Confederate forces around the harbor while attempting to negotiate with the forts commander, his former instructor Major Robert Anderson. Fort Sumter after its capture by the Confederates. Photograph Courtesy of the National Archives Records Administration Battle of First Bull Run On orders from Davis, Beauregard opened the Civil War on April 12 when his batteries began the bombardment of Fort Sumter. Following the forts surrender two days later, Beauregard was hailed as a hero across the Confederacy. Ordered to Richmond, Beauregard received command of Confederate forces in northern Virginia. Here he was tasked with working with General Joseph E. Johnston, who oversaw Confederate forces in the Shenandoah Valley, in blocking a Union advance into Virginia. Assuming this post, he began the first in a series of squabbles with Davis over strategy. On July 21, 1861, Union Brigadier General Irvin McDowell, advanced against Beauregards position. Using the Manassas Gap Railroad, the Confederates were able to shift Johnstons men east to aid Beauregard. In the resulting First Battle of Bull Run, Confederate forces were able to win a victory and rout McDowells army. Though Johnston made many of the key decisions in the battle, Beauregard received much of the acclaim for the victory. For the triumph, he was promoted to general, junior only to Samuel Cooper, Albert S. Johnston, Robert E. Lee, and Joseph Johnston. Sent West In the months after First Bull Run, Beauregard assisted in developing the Confederate Battle Flag to aid in recognizing friendly troops on the battlefield. Entering winter quarters, Beauregard vocally called for an invasion of Maryland and clashed with Davis. After a transfer request to New Orleans was refused, he was dispatched west to serve as A.S. Johnstons second-in-command in the Army of Mississippi. In this role, he took part in the Battle of Shiloh on April 6-7, 1862. Attacking Major General Ulysses S. Grants army, Confederate troops drove back the enemy on the first day. General Albert S. Johnston. Library of Congress In the fighting, Johnston was mortally wounded and command fell to Beauregard. With Union forces pinned against the Tennessee River that evening, he controversially ended the Confederate assault with the intention renewing the battle in the morning. Through the night, Grant was reinforced by the arrival of Major General Don Carlos Buells Army of the Ohio. Counterattacking in the morning, Grant routed Beauregards army. Later that month and into May, Beauregard squared off against Union troops at the Siege of Corinth, MS. Forced to abandon the town without a fight, he went on medical leave without permission. Already angered by Beauregards performance at Corinth, Davis used this incident to replace him with Bragg in mid-June. Despite efforts to regain his command, Beauregard was sent to Charleston to oversee the coastal defenses of South Carolina, Georgia, and Florida. In this role, he blunted Union efforts against Charleston through 1863. These included ironclad attacks by the US Navy as well as Union troops operating on Morris and James Islands. While in this assignment, he continued to annoy Davis with numerous recommendations for Confederate war strategy as well as devised a plan for a peace conference with the governors of the western Union states. He also learned that his wife, Marie Laure Villerà ©, died on March 2, 1864. Virginia Later Commands The following month, he received orders to take command of Confederate forces south of Richmond. In this role, he resisted pressure to transfer parts of his command north to reinforce Lee. Beauregard also performed well in blocking Major General Benjamin Butlers Bermuda Hundred Campaign. As Grant forced Lee south, Beauregard was one of the few Confederate leaders to recognize the importance of Petersburg. Anticipating Grants attack on the city, he mounted a tenacious defense using a scratch force beginning on June 15. His efforts saved Petersburg and opened the way for the siege of the city. As the siege began, the prickly Beauregard fell out with Lee and ultimately was given command of the Department of the West. Largely an administrative post, he oversaw the armies of Lieutenant Generals John Bell Hood and Richard Taylor. Lacking manpower to block Major General William T. Shermans March to the Sea, he was also forced to watch Hood wreck his army during the Franklin-Nashville Campaign. The following spring, he was relieved by Joseph Johnston for medical reasons and assigned to Richmond. In the final days of the conflict, he traveled south and recommended that Johnston surrender to Sherman. Later Life In the years after the war, Beauregard worked in the railroad industry while living in New Orleans. Beginning in 1877, he also served for fifteen years as a supervisor of the Louisiana Lottery. Beauregard died on February 20, 1893, and was buried in the Army of Tennessee vault at New Orleans Metairie Cemetery.

A Time of Reflection Essay Example | Topics and Well Written Essays - 1250 words

A Time of Reflection - Essay Example Military tension was culpable between the two world powers, and they even engaged in proxy wars as they tried to outdo each other. The tension created by the Cold war affected day to day lives of Americans. Between 1946 and 1964, it is estimated that some 20 million babies were born in the US. This is the generation that grew up during the tension filled years of the Cold War. It is also the generation that witnessed the Civil Movement. I am a proud member of this generation which is commonly referred to as the Baby Boomers. I grew up during a time when the politics of the United States seemed almost uncertain. There was the ever threatening return-to-war feeling among the general populace. The never-ending tug-of-war between the US and USSR created a fear among citizens. This generated into a phenomenon that came to be known as Duck and Cover as people were afraid that the enemy (that is, the USSR) would drop a nuclear bomb on any part of the country and we had to be ready to duck a nd find cover if and when that happened. This kind of tension was particularly unnerving for the young generation born after the war. I think the older generations were able to deal with the situation since they had experienced the Second World War and were used to such tension. In my understanding at that time, they were too afraid to speak out of the effects that war was having on the common citizens. But I was not. I felt that it was my right to speak out what I thought should be spoken out. If I thought that something was wrong and it needed to be corrected I was bold enough to say it. My outspokenness was a behavior I had picked up from my grandmother since when I was a child. The Civil Rights Movement In 1961 I joined college and like many other young people at the time, I had great expectations for my future. I knew I wanted a good life for myself and I understood that a college education would at least guarantee me a good job with good pay, of course. The 60s were tumultuous years, especially in regards to the Civil rights Movements and the conflicts that came with it. I had heard stories told of how Rosa Parks had defied the high and mighty to secure herself a seat in bus seat that was reserved for whites only. I grew up admiring her courage to face up to people whom she knew could do anything to her if they wanted to. The first time I heard her story, I went home and during dinner asked my mother why people hated parks so much that they did not want her to sit in a set that she had paid for in a bus. My mother tried to explain that people did not hate her, that it was just that people like her could only seat at a designated place in the bus. I was too young to understand the concept of discrimination, but something at the back of my head told me that the treatment Rosa Parks had received was not fare. I think that was the first time I really was able to develop an anti-status quo attitude which I would carry on later into my adulthood. We had an Afr ican housekeeper at home whose son, Jeremy was more or less the same age as me. We were quite good friends and even though we attended different schools (I was in an all-white school while he was in an all black one), we did our school work together. I found him to be brighter than some of the students at my own school. He practically taught me everything I needed to know in all my science subjects. After high school we both went to different colleges but we remained good friends until he

South China Sea and the possible construct of a multi-national joint Research Paper

South China Sea and the possible construct of a multi-national joint force command - Research Paper Example The study was undertaken through a qualitative analysis approach. The analysis was aimed at answering the question will multi-national joint force enable global unity? If so, what ways can we use to undertake the process. Information from previous sources concerning the same issue was used to come up with constructive details to answer this question. The independent variables identified were the multi-national force whereas global development depended on the national relationships between different countries in order for peace and harmony to prevail. Scholarly articles by distinguished researchers on the area were thoroughly relied on to bring out a clear picture. The study will aim at identifying the relationship between the multi-national joint force and its impact on the future stability on the world’s economy and security. The results that will be obtained will be useful in making amendments to daily decision in regard to the future prediction. Another objective of the study will be recognizing the factors in organizing the multi-national joint force to ensure that the interests of the affected countries are considered. The results that will be obtained will be used to ensure that necessary amendments are put into place for the equity of all parties involved. The hypothesis developed suggests that there exists a significant relationship between multi-national partnership between different countries and the stability of the future world’s economy and security. Due to the increasing and high probability that tension will continue in the South China Sea region, there is need to determine the impact of constructing a multinational national joint force structure on the world’s future stability. United States’ engagement in military, economic and social involvement with the pacific region has a positive impact. Various researches have been conducted to identify the

Tiebout mi Essay Example | Topics and Well Written Essays - 1000 words

Tiebout mi - Essay Example This case of Sharon and Ron can be ruled using the Troxel v. Granville case where the mother of the children Granville got sole custody of her children and had the rights to grant visitation or agree to custody to a non-parent or refute it. The parent had the liberty to make decisions for his or her children according to the Supreme Court ruling (Sanger 78). Ron was sure that the child Sharon was carrying was not his and hence his quick agreement to waive all his parental rights and be relieved of any child support of the unborn child once it was born. The agreement will not change once the child is born as it was made to be enforced once the child was born. The fact that the court supports Sharon as the biological parent cements the agreement further. The Troxel case ruling made it clear that the Washington State visitation law which granted the non-parents the right to claim custody and visitation of children would not be applied or used again. The Supreme Court rule that the parent of the child or children holds the fundamental right over the care, control and even custody of the children and hence would be the one to make decisions about any visitation or custody of their children to non-parents (Sanger 87). Any other law that was against or tried to go against the parental liberty towards the custody of their children over that of the non-parents was to be considered unconstitutional and was infringing on the law as well as on the fundamental right of the parent. The standard to be used is that of parental liberty over that of non-parents. The Troxel case does not make any preclusion about the best interests of the children in custody or visitation litigation between a non-parent and a parent. The ruling of the case simply states that the parent of the children has the liberty to make decisions about the custody or care through visitation of

Perspectives of Dyslexia

Perspectives of Dyslexia Historically, dyslexia has been explained by three contending perspectives: visual deficit, phonological deficit and cerebellar deficit. Discuss, with reference to Frith (1999), whether these deficit perspectives can be reconciled. This decisive essay will discuss the three contending perspectives of dyslexia and whether these deficit perspectives can be submissive according to Frith (1999). A definition of dyslexia would be outlined as well as a brief background on the three contending perspectives. Furthermore, Frith (1999) article would be discussed including a detailed explanation of Friths three levels of framework and the environmental, cognitive and biological aspects of it and also emphasizing the advantages and disadvantages of frith framework. In addition academic literature and journals will be implemented to sustain the understanding of dyslexia and the contending perspectives, thus making it effective visually. The term dyslexia involves difficulties in learning to read and write. But this is not the only form of difficulty that dyslexic people experience. Dyslexic people usually have difficulties with verbal and visual information. One common example can be learning the sounds of the letters of the alphabet, but this also can affect dyslexic people to learn and remember the names of many objects as well. Usually, dyslexic people have difficulty in learning phonological information in short term memory, any processing of verbal information will be difficult. Mental arithmetic is also another form of difficulty of dyslexia, mathematic can experience difficulties because of the coding that is required often in learning the symbols and functions of mathematics. Also directional confusion is also common in dyslexia; they find it hard to remember and recall left and right. The term ‘Dyslexia means much more in society today than two decades ago. Dyslexia was used to describe different outline of acquired dyslexia and been investigated for almost 100 years. There is a historic difference between the term Dyslexia and the ideas that follow it: ‘learning needs and ‘integration or the term ‘word blindness which was used first by Kussmaul (1877) to differentiate the particular type of speech difficulty which is caused by the left side of the brain controlling speech. Frith (1999) states The definition and explanation of dyslexia have long been problematic (p, 192). As a significant term, Dyslexia transpired rather recently in the history of special education. The history of Dyslexia still traces experiences of the ongoing progression into the present decade, on providing an idea of separate ‘special education for dyslexia pupil in development. The definition of dyslexia has changing according to the increase of knowledge and understanding over the years of debates on dyslexia. There have been many approaches in defining dyslexia, such as exclusion, discrepancy and identification of positive indicators. Frith (1999) stresses the definition of dyslexia Dyslexia can be defined as a neuro-developmental disorder with a biological origin and behavioural signs which extend far beyond problems with written language. At the cognitive level, putative causes of the behavioural signs and symptoms of the condition can be specified (p, 192). In the late 1970s, Uta frith changed from primarily visual theory to a phonological theory. Frith has investigated the cognitive phenotype, which is a difficulty in accessing internally characterize structure of words. In the cross-cultural European project, frith demonstrate that the brain basis of dyslexia in French, Italian and English is the same, although the expression of dyslexia in reading and spelling shows difference in the three countries. Uta Frith (1999) has presented an encouraging framework for thinking about the nature of developmental difficulties. Frith implied that there are three main contending perspectives on any particular developmental condition: a behavioural, cognitive and biological one. And also there are environmental factors that can have a part in the image of these contending perspectives. Friths biological and cognitive perspectives propose theoretical description that involves investigational substantiation, where else the behavioural perspectives lean to be less discussed and questioned because the behaviours can be directly experimental and analysed. The cognitive perspectives seem to describe the processes, which sort of explain how the biological and behavioural explanations plan on to each other. For example, if an area of the brain is damaged (biological perspective), the damaged area would be incapable to store new long-term memories (behavioural perspective) because the brain is unable to function the damaged area, and so it is not capable of transmitting new information from short-term to long-term areas (cognitive perspective). Friths framework highlights the theoretical explanations of dyslexia. Friths framework echoes the levels to which perspectives in psychology can be seen as rather opposite, differing and parallel. It is suggested that when discussing explanations of ‘abnormal development, it is immoral to think that biological and cognitive perspectives are challenging with each other or competing. In fact, it can be seen differently as cognitive and biological models can be complementary rather than contradictory. It is noticed that many description of dyslexia aim to a difficulty with several aspects of memory. This is because people with dyslexia have difficulty with tasks such as mental arithmetic, writing and reading and learning new information, this requires short-term memory processing in the brain. Yet still, these tasks have an additional quality in common, they hold a phonological component. This involves the processing of speech sounds in short term memory. So it is likely to suggest that the deficit in phonological processing may give an account of dyslexia. To be able to understand the impact of why phonological deficit have an effect on writing and reading, it is important to understanding how people with dyslexia naturally learn to read. It is still know clearly understood whether the phonological deficit is connected to the encoding or retrieval of phonological demonstration in memory. While there may be evidence that phonological processes difficulties in processing information in short-term memory, there is also an assumption that the way the information is corresponded to and stored in long-term memory could also further explicate the poor presentation of people with dyslexia on phonological activities. The phonological deficit it seen as a hypothesis, while it has a superior deal of experimental sustains, it is a theoretical hypothetical suggestion, and something that we dont know definitely exists. During the 1970s and 1980s visual deficit explanations were left behind; psychologists gradually adopted a phonological deficit model of dyslexia, debating that reading difficulties reflect on the key problems with language processing. Although the phonological deficit explanation is still widely researched and very popular, there has been a reappearance of attention in the idea that there may be a primary visual deficit that could explain difficulties in learning visual-phonological association. It would be misleading to assume either that visual-perceptual and phonological problems must be equally limited, or to believe that all people with specific reading difficulties are similar. The difference in the ‘clinical image of dyslexia (at either the behavioural or the cognitive level of Friths model) does not in fact rule out some common underlying ‘cause at the biological level. The difficult connection between biology and environment means that the same biological ‘problem can result in different cognitive and behavioural consequences for different people. It is suggest that people with reading difficulties fall into one of three subtypes, depending on the underlying cause of their problem: phonology group, (slow naming) rate group, double deficit group. Because the most common outline of action recommended for children with reading difficulties focuses on improving phonological awareness, support for different type of cognitive deficit in dyslexia is significant. If visual processing deficits do engage in recreating an imperative task, or if there are rate and double deficit subtypes, then training in phonological understanding alone would be i mprobable to address all reading difficulties. It is seen that the cognitive reason ‘explain various behavioural signs of dyslexia. Nevertheless, yet when engaged together, dyslexia cannot be explained completely, nor its inconsistency among individuals. As Frith implies, cognitive account taken in separation are incomplete; biological explanations should also be considered. There has also been awareness on turning to the potential task of the cerebellum in dyslexia. Cerebellum is very important for motor coordination and planning but also is now recognised to engage in a vital part in cognitive development, mainly in the ‘rote learning, for example being able to learning the alphabet and multiplication tables ‘of by heart. Referring to frith model, emphasise on the fact that variability at the behavioural or the cognitive level (e.g. phonological or visual problems) needs not to be taken out single primary source at the biological level. It is perfectly likely that microscopic differentiation in brain architecture could have dissimilar effects according to the exact brain areas affected. ‘Environment is frequently used to refer to only social or non-biological influences. Yet still, it actually also refers to the biological, cognitive and behavioural environments that people might be exposed to. Referring back to Friths framework, it can be recalled that the environment can be greatly involved in each deficit perspectives. An example of biological environmental influences is a dietary deficiency, such as inadequate use of fatty acids. It can be said that home environment can influence reading development, yet also school environments also can influence reading development of children with dyslexia. Like for example children are always in the process of being exposed to different methods of reading instructions and it is discussed and questioned that some instructional methods can in fact avoid reading difficulties.

John Updike :: essays papers

John Updike Men and women have depended on each other forever. The unique bond between the male and female is often discussed through literature. John Updike examines male freedom as a myth. Through his writing, John Updike shows a man’s need of women. In the novel â€Å"Marry Me† by John Updike an ordinary suburban love affair is illustrated. Jerry is a man, engulfed by self-hatred, as well as raging anger. Sally, his mistress, is a depressed and confused woman lacking self-confidence. Jerry is in a marriage with Ruth, but it is by name only. The true elements of love, passion and pure sexual appetite are only exhibited through the love affair Jerry is having with Sally. Men are the focus of John Updike’s literature. Using male characters allows Updike to open up a feminized world. The men in Updike’s novels are victims of forces, which only the reader understands, but the character does not. Women are usually the only masculine pursuit in John Updike’s novels that offer the promise of relief. Jerry lives in a typical Connecticut suburb. His home lacks the usual male obsession of both work and sports. Jerry’s only urge for advancement was for money purposes. Unlike the traditional love triangle, which leaves two men fighting for one woman, Updike puts Ruth and Sally in competition for one man. John Updike provides the character assessment of Jerry to be one of a man with boyish hope for pure love with the â€Å"perfect† woman and his underlying wants and needs to love, as well as his helplessness to understand his own complicated life. In numerous pieces of John Updike’s literature when the male character finds the woman of their dreams, he will eventually begin to hate her. Jerry conquers Sally and overpowers her concerns for her small children, her marriage, as well as her devotion to family and her financial security. However, he is extremely unwilling to change, but in the same way unable to remain the same man. He knows what he desires in a woman. Jerry wants a warm woman, yet he stays with a cold woman. Ruth (Jerry’s wife) keeps both his anger and contempt alive, but he still stays with her. He looks in turn to his mistress Sally to give him strength and encouragement. However, by sally giving Jerry the support he will truly craves, she allows him to become frustrated and angry at her for threatening to demolish the hatred, which binds him to Ruth forever.

My Car Crash Crisis

How could my dad and brother survive without gravy with our Sunday dinner? Unfortunately the store cupboard was sadly lacking in anything resembling< â€Å"Bisto†, none the less myself and my little sister were strapped into the back of Mum's car trying to find one of those little shops which my mum describes as â€Å"life savers† for the working mother where she could purchase some gravy granules and ensure that peace reigned at the Sunday dinner table. I should add at this stage my mother was heavily pregnant with my little brother. I personally had no objection to this little excursion as it gave me the opportunity to get some sweets. Then again I was thinking I would probably get plenty of sweets at my friend Suzanne's party which I was due to go to that afternoon. I was really looking forward to Suzanne's party. All those different coloured balloons just waiting to be burst but little did I know that it was my â€Å"happiness balloon† which was about to be burst. Mum was driving along the road and was pulling into her little Filling Station lifesaver. As we pulled across I saw a brown jeep heading towards us but it didn't seem to be slowing down. I was strapped in the back passenger seat and my little sister Kathy was in her baby seat I could hear my mum shout but I am not sure what she said. She tried to make it to the car park but even Michael Schumacher would have found it impossible. I remember vividly seeing the lady driver of the other vehicle. Her face was white and her mouth was open and her eyes filled with fear. That split second seemed to last forever and was only interrupted by the wailing screech of brakes. Time was once again frozen as my mind filled with questions-what would happen to my mum? -What would happen to my sister? -What would happen to me? All our lives were hanging on this frozen moment in time especially mine as the jeep was heading straight for the rear passenger door. The noise of metal striking erupted as pieces of the car door, the car pillar and a shower of glass made contact with my body. The front passenger seat came crashing backwards jamming my leg. Fortunately I was wearing my seatbelt otherwise I feel sure I would have gone either over my baby sister or straight through the window. I suddenly had a flash back of my brother and I driving along the road at the edge of a ravine where there was no fence at the edge of the road and I was frightened of our car falling down the steep mountainside into the valley below. My brother reassured me and told me that all I had to do was brace myself. I grabbed his cyber pet ad clung desperately to it. I could feel wet fluid rolling down my face and the screams of my little sister with her eyes scrunched up as she screeched uncontrollably. My mum was already out of the car at this stage and undoing our belts. I realised the fluid running down was in fact tears not blood. In the distance I could hear sirens blazing. As my mum continued to fumble with the seatbelts and try and extract my little sister and me from the car I saw a †¦ smiling policewoman looking in at me. She offered me her hand but when I got out I realised I had forgotten my brothers cyber pet so I broke free from the policewoman's grasp and grabbed it. She then took me to the side of the pavement beside my mum and little sister and set us all on the adjoining wall. She reassured me that my mum, sister and I would all be okay. I began to shiver uncontrollably and my head started to spin and it was only then that I became aware of the gash on my leg. I just could not seem to get warm realising this a policeman came over and gave me his jacket whilst my mum phoned my dad and called him to the scene. I remember my mum crying, as she was concerned about my sister, her unborn child and myself. The lady in the other car was very supportive and friendly but I was so glad when dad arrived and took us home. My mum was very keen to take me to hospital to have me checked out but I could not bear to be taken anywhere strange or to be parted from my family. I just wanted the warmth comfort and protection of our own home. When we got home mum and dad cuddled us on the settee and gave us a warm blanket with cups of steaming hot chocolate thankfully our next door neighbour who is a GP came and tended to us. Thank goodness no one received any serious injury and my cuts and bruises soon healed. When I look back on the accident I feel very glad I had my seat belt on because otherwise my injuries would have been much worse and I am also glad my mum was driving a large heavy car which absorbed a lot of the impact but more than anything ever I realised something for the first time just how precious life is and that we should always try to enjoy each day.

Develop Professional Relationships with Young People

Outcome 1 Due to my job role in guidance and welfare, it is not often that I am in a situation where I have a whole groups needs to think about. Much of my work is designed on a 1:1 basis, arranging time frames when I can dedicate a set amount of time to one young person to discuss their current needs and situations. However when I have been in a class situation with students, I tend to move from one young person to another throughout the lesson. I would spent 2-3 minutes working 1:1 with a pupil, working through their current task with them, ensuring they understand the work and can complete a task unaided.I would then check that they could complete the next set of answers or understand their next task and then move onto another pupil. After three or four 1:1 tasks, I would then address a table group, to check that everyone is still on task and understands what they are doing. I would then resume 1:1, returning to pupils with a higher need throughout this process to keep them on tra ck and ensure they were receiving the support they require. It is important to maintain regular input with the whole group, as well as addressing individual’s needs.This means that the whole group can stay on task and be focused as well as including every pupil in that lesson in their education. Outcome 2 Effective communication is the best way to build a positive relationship with a young person. Spoken word and body language are everyday forms of communication between people, but one we most often take for granted. Body language is probably the most important way of expressing how we feel and making someone else understand what we want to tell them. It is important to use the correct body language, give clear signals and make young people feel comfortable.I would always lower my height to that of a young person’s so that I can use direct eye contact whilst talking to them. This will help to put them at ease, as they are not being stood over by an adult. If a person i s angry or upset, this also communicates that there is no threat coming from me and that I am there to listen to them, and am interested in what they need/want to say. Spoken word should be clear and positive. Use language that the young person will understand and check for acknowledgment of what you have said. When giving instruction, ask them to repeat back what you have asked them to do, this is an effective method of checking nderstanding and confirming key points. Show that you are listening, nod your head, and acknowledge emotion, â€Å"I can see that you are angry or upset†. Paraphrase information to check your understanding and show that you are listening to what they are saying. This will build confidence in the young person to communicate with you. 2:1 – There may be times when how you communicate will need to be different; you may be dealing with situations where specific needs will require you to adapt your communication skills further: * The age of the you ng person, * The situation you are in, The personal development of the young person, * Language or Physical Barriers to communication. When dealing with such situations, clear thought should be given to how you chose to communicate. Adapt language to suit the understanding of the young person. If required use sign language or images to explain work or communication. Show that you are listening, by using positive body language and clarifying key points, or summarizing to ensure you have heard and understood properly. Try not to make assumptions either, let the young person explain, engage with the information they are telling you.If you are dealing with a situation where you think another side of the story may also have taken place, ask them, â€Å"what about this? † or â€Å"I heard that †¦. Can you explain? † this will give the young person the chance to explain and reflect on their choices, and also build up trust in you because you don’t jump to conclusi ons. If communication is planned, i. e. a meeting or mentoring session and you are aware of barriers to communication, plan before hand. For example, when dealing with a young person or adult who does not speak English as their first language, plan how you can effectively communicate.Do you require an interpreter? Can you use a computer to interpret language between you? Case Study – I have had to use Google systems before to speak with a child who spoke no English at all, when dealing with a situation that happened during lunch. This then led to me using our Sims system to show photos of pupils so she could identify children who she did not know. A letter was then translated to send home so that parents could be informed of what had happened. Translated texts are also a common use of communication between our school and some parents when English is not their first language.Thought should also be given to the environment in which the communication is taking place, if you are in a noisy place or a public area, it may be better to take the conversation to a quieter or more private place. If a meeting space is required, ensure the room is cool, there is adequate seating, all of which is on the same level, and that exits are clearly visible and accessible, ask if they are ok for you to close the door before you do so, or leave the door slightly ajar, it reduces the anxiety of being closed in and feeling vulnerable, it will also help to safeguard both yourself and the pupil/parent.The most important key to all communication is positive interaction. SMILE, talk clearly and calmly and give time for young people to digest information and respond accordingly. Don’t be afraid to correct a young person if their language or reaction is not acceptable and if a situation requires, don’t be afraid to walk away, but let the young person know you will be returning to them to talk. Outcome 3 Effective communication between adult to young person and adult to adult is not actually that different. The key points still apply to any person you have a form of communication with: 1. Smile! 2. Show Positive Body Language, . Talk clearly, calmly but assertively, 4. Show active listening, 5. Show acknowledgement for emotions and 6. Confirm understanding. As adult’s we are more aware of situations and differences and how that can effect communication. I would like to think that working within the education system also gives us a good knowledge of how best to deal with this. Cultural and social differences require some understanding of what will make the communication most effective. Will there be any barriers to understanding or language? Would two members of staff (one male, one female) have a more positive effect or make communication easier?Is there any confidentiality or child protection concerns based on the cultural or social difference of the adults involved? (Especially if discussing their child). Thought would need to be given to such barriers and ensuring you adapt communication appropriately. The situation of the communication can be the biggest variant, as meetings are not always planned or parents can arrive at the school unannounced. Conflict could be the cause of the communication taking place, which would therefore present a more challenging situation to adapt to. However for all these circumstances the basic positive interaction would still apply.The six key points above would ensure that you stayed focus, that effective communication could take place and that adults would feel that they could trust you to communicate fairly with them. Even if you disagree on something, effective communication will still build trust between you. 3:1 – There may be situations where you don’t have all the answers required or are able to offer the support needed. It would be in these situations where you could refer an adult to either: * Another member of staff, either more appropriate to the subject (spe cific subject teacher) or Senior Leadership. In house support staff, (Guidance & Welfare, or SEN) * Information on another service to contact who could offer more appropriate support or advice. Doing this would ensure that you are offering all the support and guidance that you can to an adult, you are confirming that you have listened and understood the individual’s needs and you have provided them with further support. Case Study – An unannounced adult complaint, I was called to reception because a member of the public had arrived demanding to speak with the headmaster. He was very angry because of an incident which had happened on the bus that morning. I escorted the gentleman to an office which had easy access due to his disability, and apologized for the fact that some of our pupils had behaved so badly. I then asked him to explain to me exactly what had happened on the bus; Some young people wearing our uniform had been rude to him and had purposely knocked his le g whilst sitting on the bus, after he had explained to them that his leg was pinned and he was unable to bend or move it, which was why he was sitting at the back of the bus. What had enraged him more was whilst sitting in reception the same group of boys had walked past; recognized him and then ran off laughing.I confirmed key points and wrote them down. As he did not know names, we then used the Sims system to look through photos, so that he could identify the pupils involved. I also wrote these onto the statement. I then discussed what our next actions would be and assured him that a member of the Guidance Team would be in touch at the end of the day to inform him of what had been done. His contact details were taken and I escorted him back to reception, commenting that the majority of our students are very well behaved and polite and that I was sorry he had had a poor experience of some of our pupils.As arranged, my colleague who dealt with the pupils in question, called him bac k to inform him of what had been done and ask if anything else was required of the school for him. This was a conflict situation which was dealt with promptly and effectively, leaving the gentlemen in question with a positive experience of dealing with staff at our school, and knowing that behavior is addressed appropriately and effectively by staff. Outcome 4 Too often you hear adults say to a child â€Å"Do as I say, not as I do†.I however feel this is not the most productive way to teach young people how to be responsible people. Every adult has a part to play in being a role model for the younger generation, whether you are a parent, relative or just an adult in the street. If young people see us behaving in a certain way, they will see that as being acceptable and will behave accordingly. As the adults in society it is our responsibility to teach others what being a positive role model and member of society means.Within the school setting, I find that I have adopted the guidance role in my manor when dealing with all pupils. I do not instruct pupils to do things, I not TELL them to behave a certain way. I aim to guide them into making the right choices. I treat all pupils fairly, I do not shout or raise my voice at people, and I do not use inappropriate language or actions towards people (both staff and pupils). I aim to treat people as I would expect to be treated myself, and have high expectations in this!If a young person is not compliant, I will offer choices and give clear instruction as to what each choice will lead to. It is then up to the pupils to choose their path and face whatever consequence comes from that choice. If a pupil is using inappropriate language or behavior I will address them by stating that is not the correct way to behave and thank you for not continuing to act that way. (this may need repeating! ) However being a good role model is not just about being the ‘perfect’ human being all the time. That is impossib le!Young people need to learn that all adults are people, we have bad days, days when we feel ill or tired or angry, just the same as them. The important thing is that we teach them how to behave when we are feeling like that or put in situations where we have to deal with others who feel like that. It is teaching them that it is ok to be angry, but there are still some things you can’t do, like physical violence or shouting/swearing at people. It is ok to make mistakes, but learn from them and apologize if you have done something wrong.I often talk behaviours through with young people. â€Å"Is it ok to behave like that? † they will often respond â€Å"No†. Ask them â€Å"what should you do in that situation? † 9 times out of 10 they can actually give you a decent answer, if they struggle, again give two options and ask them to choose which would be the best. This gives them ownership over their decisions but also teaches then the understanding of conseq uences for actions and choosing to make the right decisions.Being a good role model is about being a positive member of society, having manors, saying please and thank you as a matter of normality and teaching people to be responsible for their own actions, both positive and negative. If young people see the adults around behave like this all the time, they too will make the right choices and grown into positive citizens with high expectations of themselves and what they achieve. 4:1 – One would like to think that working within the education system that all the adults you work with have a like mind when it comes to working with young people and values.Encouraging adults to have positive relationships with young people, works much the same way as encouraging young people to have positive relations with each other. Leading by example is the best way to teach people how to treat each other, but sometimes it requires more than this. Mediation can be a good way of helping to rest ore negative relationships between staff and pupils, it gives them a chance to explain things to each other, reflect and restore trust in their relationship.Sometimes it can become necessary for staff to exchange helpful information with each other about how best to work with particular students. Some staff may have certain tactic that they find work well with a specific young person and can encourage other staff to use them to enhance their working relationship with the pupil in lessons. Outcome 5 All policies and procedures are clearly set out in our staff handbook, which is reviewed and republished at the beginning of each school year (September).All staff have access to this through the intranet and paper copies are kept by our DHR. Sharing information is encouraged and necessary for effective communication within school, weekly briefing meetings are held for all staff to share information and fortnightly Inclusion meeting are held to keep staff up to date with key pupils and st rategies. Confidential information is shared between key staff members: Staff information is handled by out DHR and their Line Manager, Pupil information would be dealt with by guidance and welfare staff.Staff who have a concern about a pupil, would report this to the guidance and welfare department, this would then be dealt with accordingly between the department. If child protection concerns are highlighted, this information would be passed to the Designated C. P Officers, Mr. Cooley-Greene and Mrs. Godfrey (Myself), we would then liaise between each other and our Senior Officer Miss Greenhalgh. Staff information is kept on file by the DHR, and only she has access to this information, all staff queries are dealt with by Mrs.Beynon and she is responsible for ensuring that data is protected and stored correctly. Pupil information is stored on the school Sims system. All staff have access to the information on this system, but only specific staff have access to edit or view certain p arts of the system. All C. P Files are stored in a separate file, which is password protected and a locked file. Contact details and parents information can be seen by any staff, but only edited by reception staff, all staff are aware that no information should be given out to other parents or pupils.The Sims system is password accessed so only staff who have been given access to the school system can view this information. Information is shared and reported in many different ways depending on the content. Informal concerns, or non-confidential information is usually reported through staff verbally or through email. Once the information has been dealt with a communication log on Sims, or an track of emails will be saved into the pupils file in the guidance drive. This information can be accessed by all staff and be shown to a parent in required.More significant information is often still share verbally, but in confidence, a significant event sheet, will them be completed and auction ed and again saved to the pupils file. Child protection information would be disclosed verbally to a C. P Officer, and all relevant paperwork completed and auctioned, saved either electronically in password protected files or on paper, stored in a locked C. P file. Information regarding staff would be dealt with in much the same way, again dependant on content but reported to the appropriate Line Manager or DHR.