Analysis Of Othello By William Shakespeare - 816 Words

Tristan Le Mrs. Bell Eng. 1 Pre-I.B. 05 April 2015 Self-Confidence In the book, Othello, by William Shakespeare, the author expresses that without self-confidence a person cannot truly grow emotionally. He shows this theme throughout the book by giving Othello, the main character, the trait of low self-confidence. After the main antagonist Iago pushes Othello to his limits this trait turns out to be fatal and leads to the downfall and death of Othello. A small contribution to his low self-confidence is race, because he is black he doesn’t fit into his society. As a high ranking general in the Venetian army, he is very well respected for his military prowess, Towards the beginning of the book, Othello is called racial slurs by Iago such†¦show more content†¦The most prominent cause of Othello’s low self-confidence is displayed in his uncertainty in his love for Desdemona. At the beginning of the book, Othello was quite self-confident about himself saying that, â€Å"I won his daughter† (1.3.111). He is obviously so conf ident that he is able to say it outright in front of Brabantio; he even goes as far as saying, â€Å"Send for the lady to the Sagittary and let her speak of me before her father† (1.3.135-36), as if he knows for certain that she will confess to him as well. He also exclaims later in the book that, â€Å"I had been happy if the general camp, pioneers and all, had tasted her sweet body† (3.3.397-98), referring to the fact that his self-confidence was so high that it wouldn’t matter to him if everybody in the camp had sex with her; he would still know that she loves him. As the story moves on it comes to show that Othello gradually loses self-confidence. In Act 3 Scene 3, Iago first plants his seeds of doubt into Othello through lies that he tells him. He tries to paint the picture that Desdemona and Cassio are having affairs even though he has no proof to show for it. After Othello shows that he doesn’t buy into this, Iago adds in that, â€Å"She did decei ve her father, marrying you† (3.3.238), trying to hint that if she could trick her own father that she could fool him also. This leads to Othello stating, â€Å"Set on thy wife to observe† (3.3.281), meaning that he wants

School Uniforms Persuasive Essay - 1470 Words

The Benefits of Uniform Adoption in Public Schools Ever wonder what it would look like to have all students wearing the same white polo shirt, black pants, and a district sweater walking in the hallway? Nowadays, public school and many districts are discussing the possibilities of enforcing the uniform policy. In most places, many private schools already require students to have their mandatory uniforms; however, there are only a few public schools adopting this mandatory school-uniform polices as one of their enrollment requirements. The reason why not all public schools participated was because people believe that they are violating the freedom of choice when enforcing this mandatory uniform policy; yet problems†¦show more content†¦Young adolescents get distracted easily compared with the mature adults. Fancy goods always attract people by their fantastic look and bring them to the fashion side. Consequently, students would pay more of their attention to the latest fashio n instead of their school work. Then the school work will not be done on time because majority of their time is spent on the fashion. Without paying attention and making great efforts, school work can only be abandoned eventually. However, like Walmsley emphasized, when public schools require their students to wear the mandatory uniform, students will not have any struggle about choosing what clothes to wear today and tomorrow. In other words, students will have more time spending on school work. Another point is that the purpose of students going to school is gaining knowledge and preparing for their future. Students learn how to dress formally as a student in school. The adoption of this district uniform could help them to prepare the way professionals dressed. The next advantage of public school uniforms can be identified as the reduction of bullying behaviors. Everyone benefits by adopting the uniform policy. It helps students to unite and share a same goal – learning. Also, by adopting theShow MoreRelatedPersuasive Essay On School Uniforms717 Words   |  3 Pages The idea of school uniforms has been a vital point within school districts for a long time now. As a parent with two kids within the school system, it is a popular trend amongst schools as both my children’s schools require for their student to wear uniform. However, more recently, students as well as parents are beginning to disagree with the enforcement with school uniforms as they believe uniforms are possibly taking away the right of self-expression for students. Although this is a valid complaintRead MorePersuasive Essay On School Uniforms723 Words   |  3 Pagesmandatory for students to wear uniforms, they have evidently been misled. Uniforms kill individ uality and creativity, are too expensive for some, and can lower both self-esteem and performance of students in school. Many critics are bringing to light the crisis of dropping individuality and creativity; we cannot afford let it plummet any further. School uniforms destroy diversity and kill courage, on top of preventing individual student expression. In addition, school uniforms provide an almost jail likeRead MoreSchool Uniforms Persuasive Essay1069 Words   |  5 Pagesmany schools around the world enforce uniforms, requiring students to wear specific clothing. School uniforms, which was first established in 16th century England, are a topic of much debate in the public school system of the United States. Many people feel that uniforms reduce competition among students and bring a sense of unity in school. People who are against school uniforms think that they prevent students from expressing themselves and inhibits creativity. Many students dislike school uniformsRead MoreSchool Uniforms Persuasive Essay1001 Words   |  5 PagesMake a Difference? If schools could automatically have more safety, a stronger sense of unity within students, and higher self esteem for every individual student at a minimal cost without transgressing any laws, or stepping over students rights it is doubtful that many would turn up their nose to all of these things. There is no difference between this situation and the benefits that school dress codes would provide. While the majority of public schools do not require uniforms, the ones that do reportRead MorePersuasive Essay On School Uniforms979 Words   |  4 PagesThe age old argument of whether or not uniforms and dress codes should be enforced in schools seems to never conclude. The issue of appropriate clothing in schools is controversial and provoking. Many argue that abolishing a student’s choice in their attire violates their freedom of expression. Students use what they wear to express themselves; their clothing gives them a sense of a unique style and identity. Others argue that pe rmitting students to wear whatever clothing they like can create unnecessaryRead MoreSchool Uniforms Persuasive Essay1127 Words   |  5 PagesAssociation (2016), an estimated 160,000 students missed school every day due to a fear of violence and harassment from their peers. Students at many schools, including my own, have become more divided. This division has resulted in bullying especially towards students that stand out from the crowd with the way they look and dress. Along with continuing the anti-bullying programs already in place, public schools should implement a school uniform in order to reduce divisions among students, which shouldRead MorePersuasive Essay On School Uniforms1422 Words   |  6 PagesCatholic elementary school, middle school, and high school. I found it easier to attend and focus on school when wearing the same clothes as everyone else. Today, tiny southern towns even to the nations largest cities, public school uniforms have become so common this year t hat in many areas, they are no longer the exception, but the rule (Lewin â€Å"Dress for Success: Public School Uniforms†). Imagine a parent’s comfort in knowing their child was being treated as an equal at school each and every dayRead MorePersuasive Essay On School Uniforms1671 Words   |  7 Pages Hari Mainali South University School Uniform â€Æ' Abstract Freedom of dress is violated by restricting on school uniform. A school and university have their own dress code which does not require a particular dress. Some researcher and scholar suggest misbehavior in the student are the result of banning uniform. But misbehavior is what they acquired in their life. Banning uniform, student can exercise their right to express themselves freely. Student will be able to focus on education and saveRead MoreSchool uniform persuasive essay2016 Words   |  9 Pagesï » ¿ School Uniforms: Agree or not? Uniforms are globally used at schools around the world, especially schools in Asia. In Asia, the policy of wearing uniform enforces strongly during school hours and whenever at schools. The policy is enforced because schools want to teach discipline to their students and prevent unanticipated troubles at school. The policy of school uniforms is not completely implemented in the United States, especially public schools. According to the US Department of Education,Read MorePersuasive Essay On School Uniforms1889 Words   |  8 Pagesfor all schools to implement school uniforms in the classroom for all students. Schools everywhere across the America are changing their policies due to changes of their dress code. Whether it be due to vulgar language, inappropriate content, or the same outfit for all students, this is becoming more popular across America. In a recent study done by Statistic Brain it has shown that twenty three percent of countries across of America have implemented a pol icy that requires school uniforms. The school

Group Minds Hard Deal Information Essay Sample free essay sample

The Essay† Group Minds† was written by Doris Lessing. In it. she argues that the authorities retains â€Å"hard information† about human actions/behaviour from schools to maintain people submissive. â€Å"We ( the homo race ) are now in ownership of a great trade of difficult information about ourselves. but we do non utilize it to better our establishments and hence our lives. ( 266 ) † This is information that will put people free from â€Å"blind truenesss. obeisance to mottos. rhetoric. leaders. and group emotions. ( 267 ) † Lessing steadfastly believes this would be utile. if pupils learn to consider these regulation with an apathetic attack. Which. as a consequence will better schools and pupils lives ; more people will go persons and learn to defy group force per unit areas. Through out the essay. Lessing discusses the human demand for belongingness. She goes on to explicate how it is human nature to desire to belong to a group and when in a gr oup people frequently change their thought to hold with the group. We will write a custom essay sample on Group Minds: Hard Deal Information Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Lessing provinces that â€Å"we tend to believe as that group does: we may even hold joined the group to happen â€Å"like-minded† people. ( 266 ) † She conducts an experiment to back up her preposition. Majority of the people said that they wouldn’t give into the groups. Merely as Lessing idea. people did precisely what everyone else in the group did. Which proves her subject correct. Lessing believes one can get away this manner of thought by merely holding individuality taught in establishments but acknowledges that this will neer go on ( 267 ) . She understands that corporate believing individuality can be a danger and menace to the authorities. In a sense that they will no longer be able to pull strings 1s ideas. personal sentiments or the manner worlds choose to populate their lives. Yet. she besides believes people are in danger if they do non liberate their heads and larn to dispute other ideas and sentiments in hopes of going a free mind. Lessing indirec tly describes this sightlessness to group obeisance as unseeable toxicant ( 268 ) . Meaning this manner of thought is ingrained so deep. that humans subconsciously follow the crowd. Through out the essay Lessing continuously tries to do the same point that of course humans seek for a sense of credence and belonging ( 266 ) . Her concern with being apart of a group is non holding a group head but instead non being able to understand 1s ain head. â€Å"We are group animate beings. and the better we understand that about our egos. the stronger we might be in the face of force per unit area to conform. ( 265 ) † Alternatively of being apart of a societal individuality. one can be in a group without fring at that place ain single individuality. Lessing wants everyone to understand that this manner people will grok the powerful effects groups have on their lives and utilize that cognition to build a better significance of the term â€Å"group minds† .

Turkey Religion Essay Example For Students

Turkey Religion Essay Religion Islam is a monotheistic religion practiced by Muslims. They believethat Allah gave revelations to the Prophet Muhammed through the Angel Gabrielaround A.D. 600. Jesus Christ and the prophets of the New Testament are acceptedas Islamic precepts. During their rule of the Ottoman Empire, Islamic lawsdictated the way of life for the Turks. In 1924 with the new republicgovernment, Islamic Law was abolished as a state religion. The governmentremoved religion from public policy and restricted it exclusively to personalfaith. This led to the abolishment of the religions hierarchy and the closingand confiscation of the lodges, meeting places and monasteries as well asoutlawing their rituals and meetings. We will write a custom essay on Turkey Religion specifically for you for only $16.38 $13.9/page Order now The government restricted religious publicattire for men and women as well as trying to substitute Turkish words forArabic words of Islamic origin. This was a swift and harsh attempt at change.During the 1940s there was a relaxation of some political controls and by the1950s people wanted to return to traditional religious practice. In factstarting in the 1950s religious education was made compulsory in secondaryschools and in 1982 it was extended to primary schools as well. A lot of thecontroversy that followed was found in the universities. Female studentscommitted to Islam began to cover their heads and necks with scarves and longovercoats. This lead to the regulations in 1987, forbid female students to covertheir heads in class. Protests by other religious students and professorsoverturned the dress code in the 1990s. Today, a Turkish womans dress hasbecome the center of much debate. (Bollag,B., January 8, 1999). The Muslimreligion accounts for 99% of the population in Turkey. Non-Muslims religionsinclude: Christians, Protestants and Jews. The members of these religionsusually reside in a single area and are very small in number.

Turn Baking Soda Into Washing Soda

Turn Baking Soda Into Washing Soda These are easy instructions for making sodium carbonate, also known as washing soda or soda ash, from baking soda or sodium bicarbonate. Make Sodium Carbonate Sodium bicarbonate is CHNaO3, while sodium carbonate is Na2CO3. Simply heat baking soda or sodium bicarbonate in a 200 F oven for about an hour. Carbon dioxide and water will be given off, leaving dry sodium carbonate. This is the soda ash. The chemical reaction for the process is: 2 NaHCO3(s) → Na2CO3(s) CO2(g) H2O(g) The compound will readily absorb water, forming the hydrate (returning to baking soda). You can store the dry sodium carbonate in a sealed container or with a desiccant to keep it dry or allow it to form the hydrate, as desired. While sodium carbonate is fairly stable, it slowly decomposes in dry air to form sodium oxide and carbon dioxide. The decomposition reaction can be accelerated by heating the washing soda to  851 C (1124 K). Key Takeaways: Baking and Washing Soda Sodium bicarbonate (baking soda) and sodium carbonate (washing soda) are similar molecules. The difference is  how much water is incorporated into the molecule.If you bake baking soda, it decomposes to form washing soda, releasing carbon dioxide and water.Over time, washing soda decomposes for form sodium oxide, releasing carbon dioxide. Warmer conditions speed the decomposition process. Uses for Washing Soda Washing soda is a good all-purpose cleaner. Its high alkalinity helps it cut grease, soften water, and disinfect surfaces. Keep in mind, sodium carbonate solution irritates the skin and can produce chemical burns in pure form. Wear gloves when using it! Sodium carbonate is used to adjust swimming pool pH, prevent caking in foods, and as a treatment for ringworm and eczema. Its also used on a commercial scale for making glass and paper products.

The Third Punic War and Carthago Delenda Est

The Third Punic War and Carthago Delenda Est By the end of the Second Punic War (the war where Hannibal and his elephants crossed the Alps), Roma (Rome) so hated Carthage that she wanted to destroy the north African urban center. The story is told that when the Romans finally got to take revenge, after they won the Third Punic War, they salted the fields so the Carthaginians could no longer live there. This is an example of urbicide.   Carthago Delenda Est! By 201 B.C., the end of the Second Punic War, Carthage no longer had its empire, but it was still a shrewd trading nation. By the middle of the second century, Carthage was thriving and it was hurting the trade of those Romans who had investments in North Africa. Marcus Cato, a respected Roman senator, began to clamor Carthago delenda est! Carthage must be destroyed! Carthage Breaks the Peace Treaty Meanwhile, African tribes neighboring Carthage knew that according to the peace treaty between Carthage and Rome that had concluded the Second Punic War, if Carthage overstepped the line drawn in the sand, Rome would interpret the move as an act of aggression. This offered daring African neighbors some impunity. These neighbors took advantage of this reason to feel secure and made hasty raids into the Carthaginian territory, knowing their victims couldnt pursue them. Eventually, Carthage became fed up. In 149 B.C., Carthage got back into armor and went after the Numidians. Rome declared war on the grounds that Carthage had broken the treaty. Although Carthage didnt stand a chance, the war was drawn out for three years. Eventually, a descendant of Scipio Africanus, Scipio Aemilianus, defeated the starved citizens of the besieged city of Carthage. After killing or selling all the inhabitants into slavery, the Romans razed (possibly salting the land) and burned the city. No one was allowed to live there. Carthage had been destroyed: Catos chant had been carried out. Primary Sources on the Third Punic War Polybius 2.1, 13, 36; 3.6-15, 17, 20-35, 39-56; 4.37. Livy 21. 1-21.Dio Cassius 12.48, 13.Diodorus Siculus 24.1-16.

International HRM Term Paper Example | Topics and Well Written Essays - 750 words

International HRM - Term Paper Example It is a great idea to offer HRM consulting services to private-sector employers located in England and France. It will diversify the operations of the organization and will open up new opportunities for growth and development. By all means the organization must go ahead with this initiative as companies all over the world are looking for HR consulting organizations to assist them with managing global workforce. Global cultural competencies will definitely grow and this is a great opportunity to stay ahead of the competition. At the same time there are various issues that need to be considered for this initiative to be successful. First and the foremost, it is an obvious fact that HRM has only been a part of the organization and not the core business. The core business of the organization has been IT consulting; hence, HR consulting is not the expertise of the company. It also has to be noted that IT consulting has limited clients in the U.S. and Canada. Therefore, venturing into an e ntirely new market with a new service is very risky and calls for caution. There are numerous factors that need to be considered and acted upon for the company to be prepared and competent in order to meet the needs of clients in England and France. The current HR team will not be sufficient to handle the workload and, hence, new recruitments are essential. The HR team will not be addressing issues with respect to internal employees but employees of clients which are international organizations. Hence, now qualified HR professionals need to possess numerous essential competencies, such as â€Å"knowledge of HR strategies, models, methods and techniques; problem-solving skills; people management skills; and, finally, the ability to adapt to international contexts† (Tyler, 2011). Another crucial requirement regarding HR personal is the development of global mind-set. When dealing with people from different cultural backgrounds it is essential to understand their culture. Hence, HR personal needs to be taught global mind-set skills, even though they will be working from offices and visiting the client sites. In order for our HR team to manage or consult on issues with respect to international workforces, there are three main aspects they need to be good at: â€Å"self-awareness, second languages and multicultural savvy† (Tyler, 2011). It is very important to ensure that the above factors are taken into consideration while hiring new HR personnel. HR professionals with an international HR degree would be handy for this project but it is not an absolute necessity. There is no need for a compulsory HR degree courses but it is essential for professionals to at least attend workshops that last from a day to a week. Such workshops, which focus on topics related to globalization, are vital as they help HR professional to better understand international cultures (Tyler, 2011). There are various other factors that need to be considered, such as cultural faux pas. What is considered as good manners in one culture might not be the same in another culture. Hence, cultural competency becomes vital when dealing intercultural organizations. Cultural competency is the ability of an individual to effectively interact and communicate with people from different cultural backgrounds (Tyler, 2011). Effective HR personnel are those who are not only aware of one’s background, views, as well as preferences and bias but also of the whole lot of other important nuances. Only then he/she will be able to effectively understand and manage the human resources in the 21st century organization. Second language acquisition is another important aspect of cultural competence. For example, while dealing with clients from France, it is important to be able to communicate in French. Talent management is a challenge with respect to international management as different practices are employed in different cultures and this leads to divergence of ideologies. V arious factors, such as

ASSESSMENT 1 AND ASSESSMENT2 Case Study Example | Topics and Well Written Essays - 2000 words

ASSESSMENT 1 AND ASSESSMENT2 - Case Study Example These disorders are not officially identified in patients less than eighteen due to the continuing growth changes. But, if the disorder is persistent and if the criteria are completely and constantly fulfilled and are not restricted to a growth phase, detecting borderline personality disorder in teenagers and kids is proper. Historically, BPD has been perceived to be lying on the margin between neurosis and psychosis. It is typified through marked unsteadiness in functioning, mood, affect, interpersonal links and sometimes reality test. This disorder was conceptualized in 1975 by Kernberg to describe a collection of patients with specific prehistoric defense systems and pathologic object associations that are internalized. Case study The client is a forty four year old woman with a borderline personality disorder (BPD). She has a history of frequent presentation to the hospital. In addition, she has accommodation issues; legal Avo on her by her daughter, her legal status is involunta ry. She is well known to police, poor coping skills, has concrete thinking also deemed as OHS hazard, finances under the financial management order, her medications as listed sodium valproate 500mg BD, pantoprazole 20mg mane steraline 50 mg mane, PRN med TDS ibuprofen 400mg. She also has allied support issues. History of client’s diagnoses The client felt emotions often, more profoundly and for prolonged periods. In addition, she had a history of reinitiating and even lengthening her emotional responses for longer periods. As a result, this took her a long period to go back to a steady emotional baseline after going through a strong emotional experience. The client was exceptionally happy, idealistic, and affectionate. However, she at times felt besieged by negative feelings, going through deep anguish rather than sorrow, disgrace and humiliation rather gentle embarrassment, anger instead of displeasure, and fright instead of anxiety. The client was particularly responsive to emotions of isolation, rejection, and apparent failure (Boyd 459). The client as well demonstrated impulsive traits regularly. The diagnoses reported repeated threats of self-harm, where the client’s history revealed that she has attempted to commit suicide several times. She as well portrayed impulsive conduct especially excessive drinking of alcohol. The client has a history of getting involved in unsteady relations, which regularly resulted to emotional ruin. These included abuse of alcohol and having sexual relations with several partners, changing jobs regularly, shoplifting, quitting relationships and self-harm. Self-injury or suicidal conduct is among the basic diagnostic condition in the DSM IV-TR. Recovery and management of this behavior is difficult and demanding. The reasons reported by the client to self-harm and attempting suicide entails articulating anger, creating usual emotions, self-punishment and distracting herself from emotional anguish or hard situation s. The client had problems of concentrating often. The strong feelings of individuals with borderline personality can render it hard for them to regulate the focus of their concentration. She demonstrated dissociation in reaction to a painful episode and in cases where she remembered a painful experience. This involved directing complete or partial concentration away from the episode. Though this helps in relieving painful feelings, it repressed the usual experience of feelings, and reduces the potential of patients with borderline

The State of Affirmative Action in Michigan Essay Example for Free

The State of Affirmative Action in Michigan Essay The term affirmative action refers to positive steps taken for the purpose of giving members of minority groups (including women) increased representation in the workplace, education, and in business opportunities. The term was first used in Executive Order (EO) 11246 issued by then President Lyndon Johnson in 1965 to ensure that federal contractors were not discriminating against minority groups pursuant to the provisions of the Civil Rights Act of 1964 (Stanford Encyclopedia of Philosophy).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, it took another five years before the Secretary of Labor came out with Order #4 which contained the implementing guidelines for EO # 11246. In 1972, Revised Order #4 was issued by the Secretary of Labor to amend Order #4 and fully implement EO 11246. In order to carry out the revised order, directives were issued by the Department of Health, Education, and Welfare to bring colleges and universities under its coverage. Because the revised order already included women among the minority groups that should be â€Å"fully utilized,† the different institutions in the country, including colleges and universities, were required to set their â€Å"goals† and â€Å"timetables† for such full utilization of the so-called â€Å"protected classes† which by then included women (Stanford Encyclopedia of Philosophy). Controversy followed the implementation of the revised order not only because of the inclusion of women under the minority groups but particularly when it came to the interpretation of the terms â€Å"goals† and â€Å"timetables.† Some quarters insisted that â€Å"goals† and â€Å"timetables† meant â€Å"quotas† which required institutions to employ gender and/or racial preferences in their employee selection. Others believed otherwise. They argued that a correct interpretation of EO 11246 would show that affirmative action did not actually mean using racial or gender preferences in the selection processes but merely increasing representation. In an essay entitled â€Å"Preferential Hiring,† Judith Jarvis Thomson supported the idea of preferences as a way of compensating for the discrimination that minorities suffered in the past. Thomas Nagel, on the other hand, in his â€Å"Equal Treatment and Compensatory Justice,† claimed that preferences could be a manner of achieving social good without necessarily being unfair and unjust to anybody. Their arguments were immediately contradicted by Lisa Newton who argued that if schools give preference to women and minorities, the â€Å"reverse discrimination [that inevitably results] violates the public equality which defines citizenship† (Stanford Encyclopedia of Philosophy). As the debate raged on how to go about giving more teaching posts to women and members of the minority groups, some colleges and universities took the initiative of increasing the presence of minority students in their student population. Unfortunately, one problem became immediately apparent: not enough minority students could obtain sufficient test scores or high school grades that would enable them to gain eligibility for college admission. To overcome the problem, some colleges and universities decided to change their criteria for admissions if only to accommodate minority students and achieve a better representation ratio in the process. This practice resulted to some white applicants being bumped off despite getting higher test scores than some minority students who were admitted. Consequently, charges of reverse discrimination were raised in many campuses nationwide, culminating to cases being filed in court (Stanford Encyclopedia of Philosophy). The University of Michigan was not spared from this chaotic situation. One such case was filed by Jennifer Gratz and Patrick Hamacher on October 14, 1977. They took the university to court for allegedly granting illegal preference to minority students in the undergraduate admissions. The case, which was ruled later by the District Court as a â€Å"class action lawsuit† in December of 1998, was initially scheduled for trial in May 1999 but was later postponed at a later date. The Center for Individual Rights represented the plaintiffs (York). The case filed by Gratz and Hamacher stemmed from their failure to obtain admission to the College of Literature, Science, and the Arts (LSA). Gratz applied in 1995 while Hamacher filed his application in 1997. According to the complaint, although the college considered Hamacher as â€Å"within the qualified range† and Gratz as â€Å"well qualified,† they were denied admission in favor of minority students. Gratz and Hamacher claimed that the university used racial preference in its undergraduate admissions and violated Title VI of the Civil Rights Act of 1964 as well as the Equal Protection Clause of the Fourteenth Amendment (York). On October 16, 2000, twenty Fortune 500 companies which included 3M, Abbott Laboratories, Microsoft Corporation, and The Procter Gamble Company filed a joint amicus brief supporting the University of Michigan. In their brief, they stated that ethnic and racial diversity in institutions like the University of Michigan is vital not only in their efforts to put together a diverse workforce but also in their desire to hire workers from all backgrounds who have obtained their education in diverse environments. On January 15, 2003, President Bush made known his opinion on the case. According to his statement which was released by the Office of the Press Secretary, although he was supportive of racial diversity in colleges and universities, he did not approve of the method employed by the University of Michigan. He not only described its method as flawed but pronounced it a â€Å"quota system that unfairly rewards or penalizes perspective students, based solely on their race.† He further said that the university’s practice of granting minority students extra points (20 out of the needed 100 points for admission) is unconstitutional since under the system being observed in Michigan, a student gets only 12 points for obtaining a perfect score in SAT (York). In response, university president Mary Sue Coleman explained the university’s admission criteria which, according to her, were simply misunderstood by the president. She said that the university only allocated 12 points for the SAT score because the high school grades were given more value. Race and socioeconomic status were also among the factors considered, explaining that only one of these factors could get 20 points for a student. Another 16 points could be obtained by a student coming from the upper peninsula of Michigan, in consideration of geographic diversity. She continued on to state that other factors included in the criteria were â€Å"leadership, service, and life experiences† (York). On December 13, 2000, Honorable Patrick Duggan of the District Court of Michigan, ruled that the admissions policies adopted by the university during the years in question was indeed unconstitutional. However, he granted no remedy to the complainants. On June 23, 2003, the United States Supreme Court, after reviewing the case, ruled that the university policy violated the Equal Protection Clause because its use of race was â€Å"not narrowly tailored to achieve [its] asserted interest in diversity† (York). After the Supreme Court came out with its ruling, Ward Connerly, a black who formerly served as regent of the University of California immediately announced his intention to place a voter’s initiative on the ballot. Connerly also spearheaded the campaigns for the earlier ballot initiatives that ended minority preferences in the states of California (1997) and Washington (1998). He convinced Jennifer Gratz to spearhead the effort. Gratz organized the Michigan Civil Rights Initiative and by January 2005 was able to come up with more than 500,000 signatures. That number exceeded the 317,757 signatures needed to get the initiative on the ballot in 2006. After much controversy involving accusations of fraud, proposition 2 was finally placed on the ballot with election scheduled for November 7, 2006 (Vu). Proposition 2 won by a majority of 58% of the votes cast. As a result of that victory, 45 days after the election proposition 2 would take effect to bar affirmative action in employment, public education, and contracting. A CNN exit poll showed that in a state whose population is 14% black and 81% white, one out of every seven black voters and about 67% of the white voters signified their intention to put an end to affirmative action in Michigan. Opponents of the initiative, however, immediately filed a federal lawsuit which challenged the constitutionality of the measure. For her part, University of Michigan president Mary Sue Coleman expressed her intention to continue the fight for a diversified campus. Her exact words were: â€Å"I believe there are serious questions as to whether this initiative is lawful, particularly as it pertains to higher education. I have asked our attorneys for their full and undivided support in defending diversity at the University of Michigan† (Lewin). Unfortunately, on December 29, the Court of Appeals for the Sixth Circuit decided against any delay in the implementation of Proposition 2. The result was a considerable drop in the admissions of minority students at the University of Michigan.             Works Cited Cinti, Dylan. â€Å"Leveling the Playing Field.† The Communicator. 11 September 2007.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   14 March 2008. http://the-communicator.org/index.php/site/article/leveling_the_playing_field/   Lewin, Tamar. â€Å"Michigan Rejects Affirmative Action, and Backers Sue.† The New York   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Times. 9 November 2006. 14 March 2008. http://www.nytimes.com/2006/11/09/us/politics/09michigan.html?_r=2oref=slogin). oref=slogin Stanford Encyclopedia of Philosophy. â€Å"Affirmative Action.† 4 March 2005. 14 March 2008.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://plato.stanford.edu/entries/affirmative-action/ Vu, Pauline. â€Å"Affirmative action in Michigan ballot.† Stateline.org. 29 August 2006.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   14 March 2008. http://www.stateline.org/live/details/story?contentId=137542 York, Grace. â€Å"Affirmative Action In College Admission: Gratz and Hamacher/Grutter v.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Regents of the University of Michigan.† The University of Michigan Documents   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Center. 18 January 2008. 14 March 2008. http://www.lib.umich.edu/govdocs/affirm.html

Pretty Painless Piercing :: essays research papers

On March 26, 2004, I rushed out the doors of my high school and went to pick up my friend Tommy from his high school. He climbed in the car and off we went to New Image Tattoo and Piercing. I was so nervous on the way there but super excited because I was going to get my first body piercing. I was scared and nervous because I only had my ears pierced. My mom got them done when I was six months old, so I don’t remember if it hurt or not. Plus, my parents didn’t know that I was going to get a piercing, so not knowing their reaction was a big concern. As much as I was scared about the outcome, the adrenaline was still pumping through my body like beats in a club playing hip hop. As I pulled into the parking lot, I started having second thoughts. I’ve never done anything like this before and I thought if my parents found out that they’d make me take out my piercing. As I walked through the doors and into the waiting area I was greeted by Bart, one of the owners. We talked for a little while and I had to fill out papers as well as pick a navel ring. My choices were barbells or hoops. They recommended a hoop for easier cleaning and a little faster healing time. Since I was going to the beach for senior week in three months, and the hoops were cuter, I choose the hoop. It was a silver hoop with a red ball. I requested Kurt, the same guy who did my friends piercing. I heard a lot of good recommendations, so that’s who I wanted. He took me into the room and explained everything as he was opening the packages to everything he was going to use. He explained how to clean my new piercing, as well as healing time. He had me stand up so he could mark me so the piercing would be straight and then had me sit back down. He reclined the chair and I peaked my head up so I could watch as he pierced my belly button but I got yelled at. He explained that the piercing could become off center because I was using stomach muscles to pull myself up to watch. So I put my head back down and he used a breathing technique with me.

Courtroom Players Response Essay

In the courtroom there is a group of key players that work together on a daily basis. They are made of a group of professionals. These professional are those who know all aspects of a criminal trial and they work together in performing the duties of the court. The courtroom work group is all of the professionals that participate in a court proceeding. They include the judge, prosecuting attorneys, defense attorneys, public defenders and any other individuals who earn a living by giving service to the court. These individuals act together with a common goal of bringing any and all court room proceedings to a successful close. Each of professional in the courtroom work group has it’s own duties. The prosecutor is responsible for presenting the states evidence and preparing the states case against the accused. It is up to the prosecuting attorney to determine which cases should be pursued and which to let the charges drop. The prosecutor makes these decisions based on a variety of criteria. They will look at the evidence against the accused, the crime itself, the history of the accused as well as many other factors. If the criteria where more strict which would end up in fewer cases being prosecuted, the court would be less crowded for time but there would be more criminals on the streets going unpunished. On the other hand if they were too loose, there would be a risk of more innocent people being charged with crimes they didn’t commit and an already overtaxed court system becoming completely bogged down. I would not really recommend any changes in the court system that we have now. I understand it is not a perfect system but it is better than many and it has the right goals in mind. Reference: Schmalleger, F. (2011). Criminal justice today: An introductory text for the twenty-first century (11th ed.). Upper Saddle River, NJ. Pearson Prentice Hall.

Attracting and Retaining the Best Employees

How many of each type of therapist will the company need? Can not estimate the amount of staffing needed to staff the therapist do to patients needs, without number of patients. b. How will it prevent therapists from â€Å"burning out†? Cross training per therapists unlikely to be burnout since they are floating among the five nursing homes. c. How can it retain experienced staff and still limit costs? Job analysis Job description Job specification Recruiting Degree Employee training By offering the employee benefit package will still limit company cost d.Are promotions available for any of the staff? What is the career ladder? Performance appraisal or evaluation is used to provide employee with performance feedback, to serve as a basis for distributing reward. e. How will the company manage therapists at five different locations? How will it keep in touch them (computer, voice mail, monthly meetings)? Would it make more sense to have therapists work permanently at each locati on rather than rotate among them? They will keep it touch by iphone, computer e-mail, text messaging, morning appointments assignments. No, it will be more cost affected for the patients needed. . How will the company justify the travel costs? What other expenses might it expect? By filled out a traveling expense report employee will be reimbursement at the rate of . 27 cent a mile dependant on appointment schedule. It will consist of the following; Date Patient name Arrival time Department time Mileage Using company vehicle has the expense of repair and maintenance. 2. Prepare a plan for the New Therapy Company to present to the nursing homes. Human Resource Planning – Forecasting the human resources that a firm will need and those that it will have available for the action to match supply and demand.Job analysis – determining the exact nature of the positions Recruiting – attracting people the apply for position Selection – Choosing and hiring the most qualified applicants Orientation – acquainting new employees with the firm Compensation – rewarding employee effort through monetary payment Benefits – providing rewards to ensure employee well-being Training Development – teaching employee new skills, new jobs, and more effective ways of doing their present jobs Performance Appraisal – assessing employees’ current and potential performance levels

Significance of Studying Homosexuals

Significance of Studying Homosexuals In today's society, many people are concerned with morality. Tradition dictates that marriage is a union between a man and a woman for the purpose of raising children. With the advancement in technology, homosexuals can undergo special operations to have their sexes changed and at the same time live a life of their choice - to become "gay" or to become a "lesbian". Many people wonder how come there is a rapid growth of homosexuals. Hence, in this study the researcher aims to provide sufficient information to help people understand the various aspects of homosexuality.This study will explain the hardships encountered by homosexuals because people cannot accept them for what they are, their difficulties in understanding themselves and the emotional pains because of rejection by families and relatives. This research is mainly conducted to clarify the misconceptions and controversies surrounding homosexuality.During the first half of the 20th century, gay men were viewed as effeminate, l esbians were portrayed as mannish, and both were seen as being obsessed with sex, with little self-control or morality.English: Barbara Gittings picketing the White Hous...

Bristoe Campaign in the American Civil War

Bristoe Campaign in the American Civil War Bristoe Campaign - Conflict Dates: The Bristoe Campaign was conducted between October 13 and November 7, 1863, during the American Civil War (1861-1865). Armies Commanders: Union Major General George G. Meade76,000 men Confederate General Robert E. Lee45,000 men Bristoe Campaign - Background: In the wake of the Battle of Gettysburg, General Robert E. Lee and the Army of Northern Virginia withdrew south into Virginia.   Slowly pursued by Major General George G. Meades Army of the Potomac, the Confederates established a position behind the Rapidan River.   That September, under pressure from Richmond, Lee dispatched Lieutenant General James Longstreets First Corps to reinforce General Braxton Braggs Army of Tennessee.   These troops proved critical to Braggs success at the Battle of Chickamauga later that month.   Made aware of Longstreets departure, Meade advanced to the Rappahannock River seeking to take advantage of Lees weakness.   On September 13, Meade pushed columns towards the Rapidan and won a minor victory at Culpeper Court House. Though Meade hoped to conduct a wide sweep against Lees flank, this operation was cancelled when he received orders to send Major General Oliver O. Howard and Henry Slocums XI and XII Corps west to aid Major General William S. Rosecrans beleaguered Army of the Cumberland.   Learning of this, Lee took the initiative and launched a turning movement to the west around Cedar Mountain.   Unwilling to do battle on ground not of his own choosing, Meade slowly withdrew northeast along the Orange and Alexandria Railroad (Map). Bristoe Campaign - Auburn: Screening the Confederate advance, Major General J.E.B. Stuarts cavalry encountered elements of Major General William H. Frenchs III Corps at Auburn on October 13.   Following a skirmish that afternoon, Stuarts men, along with support from Lieutenant General Richard Ewells Second Corps, engaged parts of Major General Gouverneur K. Warrens II Corps the next day.   Though inconclusive, it served both sides as Stuarts command escaped from a larger Union force and Warren was able to protect his wagon train.   Moving away from Auburn, II Corps made for Catletts Station on the railroad.   Eager to harry the enemy, Lee directed Lieutenant General A.P. Hills Third Corps to pursue Warren.    Bristoe Campaign - Bristoe Station: Racing forward without proper reconnaissance, Hill sought to strike the rearguard of Major General George Sykes V Corps near Bristoe Station.   Advancing on the afternoon of October 14, he failed to notice the presence of Warrens II Corps.   Spotting the approach of Hills lead division, commanded by Major General Henry Heth, the Union leader positioned part of his corps behind the Orange and Alexandria Railroad embankment.   These forces mauled the first two brigades sent forward by Heth.   Reinforcing his lines, Hill was unable to dislodge II Corps from its formidable position (Map).   Alerted to Ewells approach, Warren later withdrew north to Centreville.   As Meade re-concentrated his army around Centreville, Lees offensive drew to a close.   After skirmishing around Manassas and Centreville, the Army of Northern Virginia withdrew back to the Rappahannock.   On October 19, Stuart ambushed Union cavalry at Buckland Mills and pursued the defeated horsemen for five mi les in an engagement that became known as the Buckland Races. Bristoe Campaign - Rappahannock Station:            Having fallen back behind the Rappahannock, Lee elected to maintain one pontoon bridge across the river at Rappahannock Station.   This was protected on the north bank by two redoubts and supporting trenches, while Confederate artillery on south bank covered the entire area.   Under increasing pressure to take action from Union general-in-chief Major General Henry W. Halleck, Meade moved south in early November.   Assessing Lees dispositions, he directed Major General John Sedgwick to assault Rappahannock Station with his VI Corps while Frenchs III Corps struck downstream at Kellys Ford.   Once across, the two corps were to unite near Brandy Station. Attacking around noon, French succeeded breaking through the defenses at Kellys Ford and began crossing the river.   Responding, Lee moved to intercept III Corps in the hope that Rappahannock Station could hold until French was defeated.   Advancing at 3:00 PM, Sedgwick seized high ground near the Confederate defenses and emplaced artillery.   These guns pounded the lines held by part of Major General Jubal A. Earlys division.   As the afternoon passed, Sedgwick showed no signs of attacking.   This inaction led Lee to believe that Sedgwicks actions were a feint to cover Frenchs crossing at Kellys Ford.   At dusk, Lee was proven wrong when part of Sedgwicks command surged forward and penetrated the Confederate defenses.   In the assault, the bridgehead was secured and 1,600 men, the bulk of two brigades, captured (Map). Bristoe Campaign - Aftermath: Left in an indefensible position, Lee broke off his movement towards French and began retreating south.   Crossing the river in force, Meade gathered his army around Brandy Station as the campaign ended.   In the fighting during the Bristoe Campaign, the two sides incurred 4,815 casualties including the prisoners taken at Rappahannock Station.   Frustrated by the campaign, Lee had failed to bring Meade to battle or prevent the Union from reinforcing its armies in the West.   Under continued pressure from Washington to obtain a decisive result, Meade commenced planning his Mine Run Campaign which moved forward on November 27. Selected Sources Civil War Trust: Battle of Bristoe StationCWSAC Battle Summaries: Bristoe StationBristoe Station Campaign

The Mediating Effects of Time Structure on the Relationships between Article

The Mediating Effects of Time Structure on the Relationships between Time Management Behavior, Job Satisfaction and Psychological Wellbeing - Article Example Macan’s (1994) model conceptualizes how individuals manage time to achieve performance and maintain well being. Bond and Feather (1988) termed â€Å"time structure† to â€Å"the degree to which individuals perceive their use of time as structured and purposive† (p. 321). How employment provides individuals with a sense of structure and purpose, and how the absence of such a structure has negative influences. In a recent study, Kelly (2003) examined the relationship between worry and time usage amongst university students. Kelly found that the negative impact of Time Structure is worry. Kelly’s finding is inconsistent with many previous studies, which suggest that Time Management Behaviors (TMB) positively predict psychological consequences, such as personal wellbeing, work and life satisfaction. Macan and her colleagues developed the Time Management Behavior scale (Macan, 1994; Macan et al., 1990) by the twin surveys of college students and organization employees. Macan classified time management behavior into three categories Setting goals and priorities; mechanics of time management behaviors, and preference for organization. Setting goals and priorities includes â€Å"items that tap the setting of goals the person wants or needs to accomplish and prioritizing of the various tasks to achieve these goals† (Macan et al., 1990, p. 761). Mechanics of time management refers to the â€Å"behaviors typically associated with managing time, such as making lists and planning† (Macan et al., 1990, p. 761). Preference for organization refers to a reverse-scored factor that includes items measuring â€Å"a general preference for disorganization in one’s workspace and approach to projects† (Macan et al., 1990, p. 761). Based on this categorization of time ma nagement behaviors, Macan (1994) proposed the process model, which hypothesized that time management behaviors predict an individual’s perceived control of time, which in turn predicts job

Validity in Quantitative Research Design Assignment

Validity in Quantitative Research Design - Assignment Example Biasness in the research is one of the major threats to validity, in order to strengthen careful and reflective approach in the study, to minimise the influence of personal ground of the interviewer in study. Furthermore, through proper selection of the sample size based on the degree of knowledge and experience affects the validity of the study, as one participant experience and status differ with respect to the other. Moreover, through implementing proper strategy, the descriptive validity will be ensured, as audiences will have high interaction with the entire study. Contextually, interpretive validity will be ensured if there is no biasness during proper selection of sample. Through providing proper evidences in the study theoretical validity can be explored to actually fit with the data (Lund Research Ltd, 2012; Metheny et al., 2010). In this regard, neglecting the aspects of validity in the Advanced Practice Nurses (APN) study creates negative consequences, which leads to a research gap and major limitation in the overall study. Moreover, through having research gap and less trustworthiness in the study the patients safety and quality healthcare gets highly affected, as APN studies is undertaken to provide proper evidence to the other research works (Hughes, 2008). Hughes, R. G. (2008). Patient safety and quality: An evidence-based handbook for nurses. Retrieved from

Homeschooling Essay Example | Topics and Well Written Essays - 1000 words

Homeschooling - Essay Example Critics of homeschooling usually point out the lack of socialization skills learned at public schools which is a valid concern but quality time with parents is important as well and is also productive time for the student. Parents are in control of the subject material and control the topics. This is a definite advantage for the homeschooled child. Homeschooling is a growing in popularity because it is the most effective way to educate children. The best teachers are those who possess a passion to convey knowledge with a sense of purpose. Parents motivated with a passionate spiritual conviction have a sustained energy for teaching their child more so than a relative stranger of unknown conviction at public school. These parents generate an infectious enthusiasm about whatever subject they are teaching, a virtue that motivates kids. Homeschooling allows a parent to weave their spiritual convictions into every facet of their curriculum. Nothing is more important to the heart of people’s motivation than their personal beliefs. Everyone has convictions of some description; something that has alters their lives in a positive way, something that is etched in deep in their soul. Some people can express it, some cannot find words for it, but everyone has it. When that intangible something is employed, put to use, people demonstrate a passion and direction that can be explained. For many this describes their religious convict ions, a way of life for some. People who have these convictions people make excellent home-school teachers. Their sense of passion and purpose help them keep going throughout the rough times in life. This passion motivates them to continue reaching for higher goals, for themselves and their children. The homeschooled child benefits from socialization skills that are community-based rather than socialization based

Needs Assessment And Its Analytic Tools Information Technology Essay

Needs Assessment And Its Analytic Tools Information Technology Essay This report is based on research onto Needs assessment and its analytic tools. In addition, this paper critically examines the nature and role of needs assessment as a tool in consulting practice. Needs Assessment A Needs Assessment is a systematic exploration of the way things are and the way they should be. These things are usually associated with organizational and/or individual performance (Stout, 1995). A needs assessment should be designed to identify and prioritize needs, while a need analysis should break and identified need into its component parts and determine solution requirement. Practical and pragmatic needs assessments provide a process for identifying and prioritizing gaps between current and desired results (Kaufman, 1979). Need Assessment is defined as an investigation, undertaken to determine the nature of performance problems in order to establish the underlying causes and the way in which training can be addressed. Goldstein (1993) describes need assessment as the phase of the instructional process that provides the information necessary to design the entire program. A training gap is defined as the difference between the required standard of the job and incumbents performance. Need identification is the starting point in any training and development activity. Need identification or assessment is not a routine function, because it should conduct carefully and in a diagnostic manner. The assessment begins with a need which can be identified in several ways but is generally described as a gap between what is currently in place and what is needed, now and in the future. The purpose of a training needs assessment is to identify performance requirements or needs within an organization in order to help direct resources to the areas of greatest need, those that closely relate to fulfilling the organizational goals and objectives, improving productivity and providing quality products and services. Indeed, there are various reasons why needs assessment is not conducted as it is described as being a difficult process, time consuming and lack of resources in carrying out the tasks (Miller Osinski, 1996). On the other hand, Desimone and Werner (2002) argued that incorrect assumptions are usually made about needs analysis being unnecessary because the available information already specifies what an organizations needs are. According to Miller and Osinski (1996) the needs as sessment is the first step in the establishment of a training and development Program. It is used as the foundation for determining instructional objectives, the selection and design of instructional programs, the implementation of the programs and the evaluation of the training provided. These processes form a continuous cycle which always begins with a needs assessment. A needs assessment is a systematic methodology used to locate the need before we intervene with the solution. The assessment helps us to locate the gaps in the plan of action or the existing strategy and helps us manage at the micro and macro levels. A needs assessment is carried out for an individual, an organization, team and even society issues. Some of the scenarios where needs assessment is widely used are organization development, disease outbreak, war/terrorism, drug abuse, poverty, sports etc. Needs assessment gives us a fair amount of insights about the situation that we are dealing with, before we go ahead and intervene. Gap could be easily determined with the use of analytical tools possessed by Needs assessment. They are used to identify strategic priorities, define results to be accomplished, guide decision related to actions considered and creates an evaluation criterion to judge the success and also have continual improvement within the organization (Stout, 1995). Models of Needs Assessment There are plenty of different models proposed by the eminent researchers. Needs assessment models are based on the variety of profession and applications. All the different models and a small description of these models are mentioned below: Arthurs Performance Evaluation Matrix: (Arthur, L.1993. Improving Software Quality. New York: John Wiley and Sons) The context of Arthurs Performance Evaluation Matrix is usually used for the development or improvement of softwares. Bottom to top assessment is what this model emphasizes on. The assessment begins with very end-users such as the customers and suppliers. The model deals with identifying the defects created in the cycle and usage of data to identify the causes of the defects. It does not answer the society or the organizational results, but focuses on the development and improvement of their products (Anonymous, Models, n.d) Burton and Merrills Four Phase Model: (Burton, J. Merrill, P. 1998, Needs Assessment: Goals, Needs And Priorities) Internal and External factors are recognized by this four phase model.   Additionally, this model focuses on the application of needs assessment in the development of instructional materials at the level of a course and intentionally does not address societal and organizational results.   It avoids the society and the organizational results, because the authors Burton and Merill believe that their assessment tool helps in development of instructional materials (Anonymous, Models, n.d). Gilberts Performance Matrix: (Gilbert, T. 1978, Human Competence: Engineering Worthy Performance) The Performance Matrix, provided by Gilbert focuses on the process improvement. He provides two types of performance matrix, a Full scale model and a truncated version. The author believes that any research on performance needs to be carried out at the higher level. The author begins his discussion at the Philosophical level and then gets down to the Tactical and Logistical level and then the study is reduced to a Simplified performance matrix (Anonymous, Models, n.d). Gordons Front End Analysis Model: Gordon, S. (1994)  Systematic Training Program Design: Maximizing Effectiveness and Minimizing Liability. Englewood Cliffs, NJ: Prentice Hall. This model identifies the unavailability of resources or any faulty shortcomings. Gordons Front End Analysis Model can be used to document and analyze an individuals performance and cannot be extended to the societal or organization level (Anonymous, Models, n.d). Darraughs Six step Model: (Darraugh, B. 1991. It takes six.(six step model). Training and development journal, v45, n3, p21) The Six step model is very much similar to the Rossetts Training needs assessment model. Darraugh provides a set of fifteen question for conducting the assessment. These questions orient towards the needs but are not determine the link to the societal, organizational or individual accomplishments. Therefore this model does not provide complete guidance in conducting the needs assessment (Anonymous, Models, n.d). Ostroff and Fords Levels Perspective Model: (Ostroff, C. Ford, J.K, 1989, Assessment training needs: Critical levels of analysis) This model is based on the three content areas, Organizational, Task and Person given by Mc Gehee and Thayer. Ostroff and Fords model elevated the model to the next level by introducing a Levels dimension, which includes Organizational sub-units and Individual. Twenty seven discreet analyses can be carried out based on the similarities and differences between each level. This model is considered to cover almost every possible theory (Anonymous, Models, n.d). Hannum and Hansens Needs Analysis Model: (Hannum, W. Hansen, C. 1989, Instructional systems development in large organizations) Their model supports a top-down, Societal needs assessment. Their model can be used to examine only an individuals performance and can be used to document the process insufficiencies. The model is strong on the research methods and helps to collect hard as well as soft data (Anonymous, Models, n.d). Johnsons Training Requirements Model: (Johnson, D. 1996, Take two classes and call me in the morning: the case for training wellness) Johnsons Training Requirement Model focuses majorly on the Training requirements planning. It does not focus on the performance problems. The model utilizes the Market Survey to identify the desired training programs. Based on the survey, the requirements are to be Defined and Analyzed. The evaluation continues with short-term and long-term feedback (Anonymous, Models, n.d). All the above models are used widely. Analysis and the collected data is used to provide soulution, this are the major purpose of the above mentioned models of needs assessment. Reason for Needs Assessment The major reasons behind using Needs Assessment are as follows: Gives us the information of what will be accomplished. Expected changes in performance. Tactical solutions/requirements Economics involved (Stout, 1995) Any kind of developmental initiative needs a lot of money to be invested. Some organizations tend to implement a solution in a hurry without considering whether they are the correct intervention. This will result in heavy losses, especially if it involves huge capital or operational expenditures. Organizational development programs are one such solution that needs a thorough analysis before any intervention is carried out. A wrong solution can result in loss of lot of money and at times destabilize the working atmosphere (Stout, 1995) Process of Needs Assessment According to Stout. D (1995) the needs assessment is carried out as a Four Step Process Step 1: Perform a GAP analysis: Performing a gap analysis is the first stepping stone in performing needs assessment. Actual performance of the organization is checked and compared with the theoretical standards set already. This step involves, Analyzing the current situation: The current goals, internal and external constraints, environment and knowledge of the employees are determined. In short as the same suggests it analyzes the current overall situation of the organization. The desired situation: The desired conditions for the organizational and personal success needs to be identify. Jobs/tasks, the knowledge, skills and abilities required to attain that goal are the prime focus of this analysis. Gap between the current situation and the desired outcomes are identified once this step is completed. As we perform the GAP analysis, we look for the problems or deficits, impending charges, opportunities, strengths and different mandates such as government or foreign policies. SWOT analysis provides us with the Strengths, Weakness, Opportunities and Threats. Whereas, the PEST analysis provides us an insight into the Political, Economical, Social and Technological factors (Stout, 1995). Step 2: Identifying Priorities and Importance: The next step begins with the analysis of the collected data. Depending on the importance of the need which was achieved by step 1 the concerns are prioritized. Example: Legal mandates and Cost effectiveness becomes a priority compared to the Executive pressures. We have to focus on those needs that have more value and will have a great impact (Stout, 1995). Step 3: Identifying opportunities: Major concerns and the development/improvement opportunities are indentified once the needs are prioritized. Solution for specific needs has to be analyzed in this step. This step involves a detailed investigation and analysis at the organizational and individual level. This step not only enables the organization to handle the current situation but also prepares it for the future (Stout, 1995). Step 4: Implementation of solutions and growth opportunities: This is the final step and it involves the implementation of the solutions for the specific issues. Some of the solutions that can be implemented are, Training program: Programs such as one on one or group coaching, Mentoring, Classroom, Video learning, Workshops, Active learning, Vendor course, CBT etc. are considered as alternatives for solutions. Organizational Development program Organizational Programs include, Strategic planning exercises, Organizational restructuring, Performance management and effective team building are the different alternatives which are highlighted as solution alternates (Stout, 1995). Advantages and Disadvantages of Needs Assessment The table below summarizes the key advantages and disadvantages of major methods of assessing training and performance needs. The table below is used from (McCoy, McCoyTraining.com, n.d) which explains the advantages and disadvantages of different methods of needs assessment. Method Advantages Disadvantages Organizational Documents à ¢Ã¢â€š ¬Ã‚ ¢ Provide relevant, quantifiable data à ¢Ã¢â€š ¬Ã‚ ¢ Fast à ¢Ã¢â€š ¬Ã‚ ¢ Inexpensive à ¢Ã¢â€š ¬Ã‚ ¢ May built management Involvement à ¢Ã¢â€š ¬Ã‚ ¢ Dont build employee involvement à ¢Ã¢â€š ¬Ã‚ ¢ Not necessarily focused on HRD à ¢Ã¢â€š ¬Ã‚ ¢ May not identify causes à ¢Ã¢â€š ¬Ã‚ ¢ May not provide visibility Questionnaire and Surveys à ¢Ã¢â€š ¬Ã‚ ¢ Reach many people in short time à ¢Ã¢â€š ¬Ã‚ ¢ Build involvement à ¢Ã¢â€š ¬Ã‚ ¢ Relatively inexpensive à ¢Ã¢â€š ¬Ã‚ ¢ Yield relevant, quantifiable data that are easy to summarize à ¢Ã¢â€š ¬Ã‚ ¢ Anonymity may encourage Honesty à ¢Ã¢â€š ¬Ã‚ ¢ Require time and skill to develop à ¢Ã¢â€š ¬Ã‚ ¢ Low response rates or inaccurate responses à ¢Ã¢â€š ¬Ã‚ ¢ No opportunity to clarify à ¢Ã¢â€š ¬Ã‚ ¢ May restrict freedom of response à ¢Ã¢â€š ¬Ã‚ ¢ May lead to unrealistic expectation Group Interviews à ¢Ã¢â€š ¬Ã‚ ¢ Build involvement and support à ¢Ã¢â€š ¬Ã‚ ¢ Provide relevant data à ¢Ã¢â€š ¬Ã‚ ¢ Provide visibility à ¢Ã¢â€š ¬Ã‚ ¢ May elicit key topics not expected à ¢Ã¢â€š ¬Ã‚ ¢ On-the-spot sharing synthesis of different view à ¢Ã¢â€š ¬Ã‚ ¢ Moderately time-consuming (but less so than individual interviews) à ¢Ã¢â€š ¬Ã‚ ¢ Moderately expensive à ¢Ã¢â€š ¬Ã‚ ¢ Difficult to conduct à ¢Ã¢â€š ¬Ã‚ ¢ May be difficult to analyze and quantify data Individual Interviews à ¢Ã¢â€š ¬Ã‚ ¢ Build involvement and support à ¢Ã¢â€š ¬Ã‚ ¢ Allow for clarification à ¢Ã¢â€š ¬Ã‚ ¢ Provide relevant data à ¢Ã¢â€š ¬Ã‚ ¢ Easier to conduct than group interviews à ¢Ã¢â€š ¬Ã‚ ¢ May uncover information that wouldnt be brought up in a group à ¢Ã¢â€š ¬Ã‚ ¢ Expensive in terms of time and travel costs à ¢Ã¢â€š ¬Ã‚ ¢ Require interviewing skills à ¢Ã¢â€š ¬Ã‚ ¢ May be difficult to analyze and quantify results à ¢Ã¢â€š ¬Ã‚ ¢ May make interviewees self-conscious Advisory Committees à ¢Ã¢â€š ¬Ã‚ ¢ Build management involvement and sponsorship à ¢Ã¢â€š ¬Ã‚ ¢ Provide visibility à ¢Ã¢â€š ¬Ã‚ ¢ Inexpensive à ¢Ã¢â€š ¬Ã‚ ¢ Allows synthesis of opinions of key decision-makers à ¢Ã¢â€š ¬Ã‚ ¢ Can help identify resource à ¢Ã¢â€š ¬Ã‚ ¢ Time-consuming and difficult to manage logistically à ¢Ã¢â€š ¬Ã‚ ¢ Fails to build lower-level employee involvement à ¢Ã¢â€š ¬Ã‚ ¢ Poor source of quantifiable data à ¢Ã¢â€š ¬Ã‚ ¢ May lead to groupthink or turf war Observation of Work Situations à ¢Ã¢â€š ¬Ã‚ ¢ Builds employee involvement à ¢Ã¢â€š ¬Ã‚ ¢ Provides excellent information when coaching an individual à ¢Ã¢â€š ¬Ã‚ ¢ Builds your credibility à ¢Ã¢â€š ¬Ã‚ ¢ Generates relevant, quantifiable data à ¢Ã¢â€š ¬Ã‚ ¢ May provide excellent stories à ¢Ã¢â€š ¬Ã‚ ¢ Requires a skilled observer à ¢Ã¢â€š ¬Ã‚ ¢ Does not involve management à ¢Ã¢â€š ¬Ã‚ ¢ Time-consuming à ¢Ã¢â€š ¬Ã‚ ¢ May change performance or be perceived as spying à ¢Ã¢â€š ¬Ã‚ ¢ May be logistically difficult Benchmarking and Independent Research à ¢Ã¢â€š ¬Ã‚ ¢ Learn from industry leaders and competitors à ¢Ã¢â€š ¬Ã‚ ¢ Can build your credibility à ¢Ã¢â€š ¬Ã‚ ¢ Availability of free data on internet à ¢Ã¢â€š ¬Ã‚ ¢ Avoid rediscovering what is know à ¢Ã¢â€š ¬Ã‚ ¢ Does not build involvement à ¢Ã¢â€š ¬Ã‚ ¢ May not be directly relevant à ¢Ã¢â€š ¬Ã‚ ¢ Data from different organizations may be misleading à ¢Ã¢â€š ¬Ã‚ ¢ Requires significant Analysis Table 1: Advantages and Disadvantages of Needs Assessment, Adapted from Managing a Small HRD Department, by Carol P. McCoy. McCoy Training and Development Resources, 1993, p. 23. Needs Assessment as a tool for Consulting Practice and Critique for Best Practices Methods of needs assessment can be classified into seven main types, each of which can take many different forms in practice. The different types of needs assessment approaches are as follows: Gap or discrepancy approach Reflection on action Peer review Observation Critical incident review Practice review Learning for needs (Grant, 2001) According to Grant (2001) Peer review is rapidly becoming a favorite method for needs assessment. Grants report was accepted in 2001 by the National Center for Biotechnological Information. In peer review doctors assess each others practice and give feedback and perhaps advice about possible education, training or organizational strategies to improve performance. Internal, external, informal, multidisciplinary and physician assessment are the five different type of peer review described in a good CPD guide. (Grant, 2001). However this peer review method for needs assessment comes with ample of drawbacks. Some of these drawbacks are mentioned below: Double Blind system is rarely used due to its impracticality. Reputation of the author always have some impact on the way others judged the paper this is the most common accusation made. An uncontroversial and poor paper written by an established researcher pass the review process whereas an excellent paper written by a new and upcoming scientist can be rejected (Anonymous, Disadvantages of Peer review, 2008). Editors posses lots of decision making power who are very well connected by the author and referee. At times these authority possessed by the editors is misused. Many times their lots of omission by the editors and therefore, editors are often accused of arbitrarily rejecting manuscripts before they reach their readers (Anonymous, Disadvantages of Peer review, 2008). Source of the researchers funding is one of the major conflicts of interest which needs to be spotted by the peer reviewers. However, the research is accepted if it follows all the researching protocols (Anonymous, Disadvantages of Peer review, 2008). Peer reviews have no grading system and different journals have their own standards. This makes it difficult to rank and judge the expertise and quality of the editors and reviewers (Anonymous, Disadvantages of Peer review, 2008). A consultant is hired by a company either during a time of distress or simply to improve an existing system. Very often it is due to the peer nature of the issue that an external source is required to solve it. A consultant has a lot of pressure to solve the problems that he/she has been asked to look into. A Needs Assessment provides the consultant with insights to what he/she is going to deal with. A thorough needs analysis is essential for a large-scale learning initiative to succeed.   Needs assessment  consultants will seamlessly work with your company to interview subject matter experts and other key stakeholders, diagnose the learning gaps and help you specify learning objectives that support your business goals. Consultation is a very tricky job. When a consultant is asked to address an issue, the credibility of that consultant is at stake. Since the money involved is high, an organization expects the intervention to work wonders for them. It is the consultants job to collect the required information by using a technique that suits the organization and also the issue that is dealt with. An issue can range from sales decline to rebellious employees to scandals. The test of choice depends upon the situation. A questionnaire can be used among the employees to get information about a sales drop, but a personal interview or focus group is required to address an issue such as a rebellion or a scandal. The best practices that should be followed by the consultants with regard to prove efficient and effective for its clients are as follows: First of all the consultants need to familiarize themselves with the work environment and the culture of its clients before deciding on the method of research. The consultants need to have a different perception of its clients. Being bias would impact the performance and would hamper to analyze the problem effectively. While conducting interviews the consultants need to give enough space to the informants so that they could gather as much information as possible. Once the informants are comfortable the core of the problem could be identified. Proper mind mapping and stake holder analysis also gives a clear picture about the client and may help in further analysis of distortion which may be the reason of the clients issues. The questionnaires should be easy to understand and should not lead to conclusions. In addition, the consultants need to avoid use of buzz words and should simplify the question for easy and better understanding of the participants. I would like to conclude that needs assessment is one of the most important tools for the consultants as it helps for evaluate the situation and gives an insight of the organization. Needs assessment forms the foundation for resolving clients problems as it helps to reach the core of the problem instead of artificial makeovers. The outcome of the consultants intervention has tremendous impact due to the approach, method or techniques used for needs assessment. It is the nervous system which helps to rectify the cause of distorted heart beat of the organizations body.

Othello’s Diversity of Imagery Essay -- Othello essays

Othello’s Diversity of Imagery  Ã‚        Ã‚   The diverse imagery found in Shakespeare’s drama Othello represents a world all by itself. And this world of imagery contributes to the prevailing sentiment of pain and suffering and unpleasantness.    There is no shortage of imagery in the play; this is for certain. Critic Caroline Spurgeon in â€Å"Shakespeare’s Imagery and What it Tells Us† sorts through the plethora of imagery in the play:    The main image in Othello is that of animals in action, preying upon one another, mischievous, lascivious, cruel or suffering, and through these, the general sense of pain and unpleasantness is much increased and kept constantly before us. More than half the animal images in the play are Iago’s, and all these are contemptuous or repellent: a plague of flies, a quarrelsome dog, the recurrent image of bird-snaring, leading asses by the nose, a spider catching a fly, beating an offenceless dog, wild cats, wolves, goats and monkeys. To these Othello adds his pictures of foul toads breeding in a cistern, summer flies in the shambles, the ill-boding raven over the infected house, a toad in a dungeon, the monster ‘too hideous to be shown,’ bird-snaring again, aspics’ tongues, crocodiles’ tears, and his reiteration of goats and monkeys.’ In addition, [. . .] . (79)    The play’s imagery is oftentimes reflective of the fortunes of the protagonist. As the Moor’s status declines, the quality of the imagery in the play declines. In The Riverside Shakespeare Frank Kermode explains the relationship between imagery and Othello’s jealousy:    It is very important to see that Othello’s self-estimate – â€Å"one not easily jealious, but, being wrought, / Perplexed in the extreme† (V.ii.345-... ...rizona Quarterly (Spring 1956), pp.5-16.    Kermode, Frank. â€Å"Othello, the Moor of Venice.† The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston, MA: Houghton Mifflin Co., 1974.    Mack, Maynard. Everybody’s Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Muir, Kenneth. Introduction. William Shakespeare: Othello. New York: Penguin Books, 1968.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Spurgeon, Caroline. â€Å"Shakespeare’s Imagery and What it Tells Us.† Shakespearean Tragedy. Ed. D. F. Bratchell. New York: Routledge, 1990.    Wilson, H. S. On the Design of Shakespearean Tragedy. Canada: University of Toronto Press, 1957.            

Part Two Chapter VIII

VIII Colin Wall saw Gavin and Mary pass under his study window. He recognized Mary's silhouette at once, but had to squint to identify the stringy man at her side, before they moved out of the aureole cast by the street light. Crouching, half-raised out of his computer chair, Colin gaped after the figures as they disappeared into the darkness. He was shocked to his core, having taken it for granted that Mary was in a kind of purdah; that she was receiving only women in the sanctuary of her own home, among them Tessa, who was still visiting every other day. Never had it occurred to him that Mary might be socializing after dark, least of all with a single man. He felt personally betrayed; as though Mary, on some spiritual level, was cuckolding him. Had Mary permitted Gavin to see Barry's body? Was Gavin spending evenings sitting in Barry's favourite seat by the fire? Were Gavin and Mary †¦ could they possibly be †¦? Such things happened, after all, every day. Perhaps †¦ perhaps even before Barry's death †¦? Colin was perennially appalled by the threadbare state of other people's morals. He tried to insulate himself against shocks by pushing himself to imagine the worst: by conjuring awful visions of depravity and betrayal, rather than waiting for the truth to rip like a shell through his innocent delusions. Life, for Colin, was one long brace against pain and disappointment, and everybody apart from his wife was an enemy until they had proven otherwise. He was half inclined to rush downstairs to tell Tessa what he had just seen, because she might be able to give him an innocuous explanation of Mary's night-time stroll, and to reassure him that his best friend's widow had been, and was still, faithful to her husband. Nonetheless, he resisted the urge, because he was angry with Tessa. Why was she showing such a determined lack of interest in his forthcoming candidacy for the council? Did she not realize how tight a stranglehold his anxiety had gained over him ever since he had sent in his application form? Even though he had expected to feel this way, the pain was not diminished by anticipation, any more than being hit by a train would be less devastating for seeing it approaching down the track; Colin merely suffered twice: in the expectation and in its realization. His nightmarish new fantasies swirled around the Mollisons and the ways in which they were likely to attack him. Counter-arguments, explanations and extenuations ran constantly through his mind. He saw himself already besieged, fighting for his reputation. The edge of paranoia always apparent in Colin's dealings with the world was becoming more pronounced; and meanwhile, Tessa was pretending to be oblivious, doing absolutely nothing to help alleviate the dreadful, crushing strain. He knew that she did not think he ought to be standing. Perhaps she too was terrified that Howard Mollison would slit open the bulging gut of their past, and spill its ghastly secrets for all the Pagford vultures to pick over. Colin had already made a few telephone calls to those whom Barry had counted on for support. He had been surprised and heartened that not one of them had challenged his credentials or interrogated him on the issues. Without exception, they had expressed their profound sorrow at the loss of Barry and their intense dislike of Howard Mollison, or ‘tha' great smug basturd', as one of the blunter voters had called him. ‘Tryin' ter crowbar in ‘is son. ‘E could ‘ardly stop hisself grinnin' when ‘e ‘eard Barry was dead.' Colin, who had compiled a list of pro-Fields talking points, had not needed to refer to the paper once. So far, his main appeal as a candidate seemed to be that he was Barry's friend, and that he was not called Mollison. His miniature black and white face was smiling at him out of the computer monitor. He had been sitting here all evening, trying to compose his election pamphlet, for which he had decided to use the same photograph as was featured on the Winterdown website: full face, with a slightly anodyne grin, his forehead steep and shiny. The image had in its favour the fact that it had already been submitted to the public gaze, and had not brought down ridicule or ruin upon him: a powerful recommendation. But beneath the photograph, where the personal information ought to have been, were only one or two tentative sentences. Colin had spent most of the last two hours composing and then deleting words; at one point he had managed to complete an entire paragraph, only to destroy it, backspace by backspace, with a nervous, jabbing forefinger. Unable to bear the indecision and solitude, he jumped up and went downstairs. Tessa was lying on the sofa in the sitting room, apparently dozing, with the television on in the background. ‘How's it going?' she asked sleepily, opening her eyes. ‘Mary's just gone by. Walking up the street with Gavin Hughes.' ‘Oh,' said Tessa. ‘She said something about going over to Miles and Samantha's, earlier. Gavin must have been there. He's probably walking her home.' Colin was appalled. Mary visiting Miles, the man who sought to fill her husband's shoes, who stood in opposition to all that Barry had fought for? ‘What on earth was she doing at the Mollisons'?' ‘They went with her to the hospital, you know that,' said Tessa, sitting up with a small groan and stretching her short legs. ‘She hasn't spoken to them properly since. She wanted to thank them. Have you finished your pamphlet?' ‘I'm nearly there. Listen, with the information – I mean, as far as the personal information goes – past posts, do you think? Or limit it to Winterdown?' ‘I don't think you need say more than where you work now. But why don't you ask Minda? She †¦' Tessa yawned ‘†¦ she's done it herself.' ‘Yes,' said Colin. He waited, standing over her, but she did not offer to help, or even to read what he had written so far. ‘Yes, that's a good idea,' he said, more loudly. ‘I'll get Minda to look over it.' She grunted, massaging her ankles, and he left the room, full of wounded pride. His wife could not possibly realize what a state he was in, how little sleep he was getting, or how his stomach was gnawing itself from within. Tessa had only pretended to be asleep. Mary and Gavin's footsteps had woken her ten minutes previously. Tessa barely knew Gavin; he was fifteen years younger than her and Colin, but the main barrier towards intimacy had always been Colin's tendency to be jealous of Barry's other friendships. ‘He's been amazing about the insurance,' Mary had told Tessa on the telephone earlier. ‘He's on the phone to them every day, from what I can gather, and he keeps telling me not to worry about fees. Oh God, Tessa, if they don't pay out †¦' ‘Gavin will sort it out for you,' said Tessa. ‘I'm sure he will.' It would have been nice, thought Tessa, stiff and thirsty on the sofa, if she and Colin could have had Mary round to the house, to give her a change of scene and make sure she was eating, but there was one insuperable barrier: Mary found Colin difficult, a strain. This uncomfortable and hitherto concealed fact had emerged slowly in the wake of Barry's death, like flotsam revealed by the ebbing tide. It could not have been plainer that Mary wanted only Tessa; she shied away from suggestions that Colin might help with anything, and avoided talking to him too long on the telephone. They had met so often as a foursome for years, and Mary's antipathy had never surfaced: Barry's good humour must have cloaked it. Tessa had to manage the new state of affairs with great delicacy. She had successfully persuaded Colin that Mary was happiest in the company of other women. The funeral had been her one failure, because Colin had ambushed Mary as they all left St Michael's and tried to explain, through racking sobs, that he was going to stand for Barry's seat on the council, to carry on Barry's work, to make sure Barry prevailed posthumously. Tessa had seen Mary's shocked and offended expression, and pulled him away. Once or twice since, Colin had stated his intention of going over to show Mary all his election materials, to ask whether Barry would have approved of them; even voiced an intention of seeking guidance from Mary as to how Barry would have handled the process of canvassing for votes. In the end Tessa had told him firmly that he must not badger Mary about the Parish Council. He became huffy at this, but it was better, Tessa thought, that he should be angry with her, rather than adding to Mary's distress, or provoking her into a rebuff, as had happened over the viewing of Barry's body. ‘The Mollisons, though!' said Colin, re-entering the room with a cup of tea. He had not offered Tessa one; he was often selfish in these little ways, too busy with his own worries to notice. ‘Of all the people for her to have dinner with! They were against everything Barry stood for!' ‘That's a bit melodramatic, Col,' said Tessa. ‘Anyway, Mary was never as interested in the Fields as Barry.' But Colin's only understanding of love was of limitless loyalty, boundless tolerance: Mary had fallen, irreparably, in his estimation.

The Time I Went to Cabo San Lucas Mexico

The time I went to cabo San Lucas Mexico There once was a time that I went to cabo San Lucas Mexico with my family. The reason that this trip was so special too was because I got to spend a whole week with my grandparents, aunts and uncles and most importantly my parents. When we first got we went to are rooms and put are thing down then went right down to the pool. I can still remember the way the pool look and felt because I got cut on one of the tiles in the pool. One there reasons I liked the pool so much is you could just sit there and watch the sun set.Then the next day I went fishing on the beach that was so cool casting out a fishing line and sitting there waiting with family there beaches are so beautiful and nice like the ones you see in TV commercials. I haven’t even got to the best part they have a little cruise called sunset cruise. You rode on a pirate ship and watch people fight and watch the sun go down. I was a lot like the movie call peter pan. This little cr uise was so special because in a hurry and I got locked out of my room I forgot to wear shoes so I was without shoes that whole night.There is one restraints that you have to go to when you are there I mean they have unreal food. They have huge tacos filled with anything you want with beans, rice and a side salad. I can taste it now. I also remember the time I went with my grandparents to the beach after the sun went down with one of my uncles. You have experienced nothing until that happened I mean the sand nice and cold between your toes swimming in the ocean you feel so free and wild. That is why cabo San Lucas Mexico is so special to me. I have a lot of good memories there with my family.

Free Essays on A Brief History of the Black Panther Party

The Black Panther Party for Self-Defense was founded in October, 1966, in Oakland, California by Huey P. Newton and Bobby Seale. The name was shortened to the Black Panther Party (BPP) and it began spreading eastward through the Black urban ghetto-colonies across country. In the summer of '68, David Brothers established a BPP branch in Brooklyn, New York, and a few months later Lumumba Shakur set up a branch in Harlem, New York. i joined the Harlem BPP in the fall of '68 and served as its Finance Officer until arrested on April 2, 1969 in the Panther 21 Conspiracy case which was the opening shot in the government's nationwide attack on the BPP. Moving westward, Police Departments in each city made military raids on BPP offices or homes in Philadelphia, Chicago, Newark, Omaha, Denver, New Haven, San Diego, Los Angeles, and other cities, murdering some Panthers and arresting others. After i and most other Panther 21 members were held in jail and on trial for two years, We were all acquitted of all charges and released. Most of us returned to the community and to the BPP but by then COINTELPRO had taken its toll. The BPP was rife with dissension, both internal and external. The internal strife, division, intrigue, and paranoia had become so ingrained that eventually most members drifted or were driven, away. Some continued the struggle on other fronts and some basically cooled out altogether. The BPP limped on for several more years, then died what seemed a natural death. History will be the ultimate judge of the BPP's place in the Black Liberation Movement (BLM). But in these troubled times Afrikan people in the U.S. need to investigate both the positive and negative aspects of the BPP's history in order to learn from those hard lessons already paid for in blood. In particular We need to learn the reasons for the BPP's rapid rise to prominence, the reason for its ability to move so many Afrikans and other nationalities, and th... Free Essays on A Brief History of the Black Panther Party Free Essays on A Brief History of the Black Panther Party The Black Panther Party for Self-Defense was founded in October, 1966, in Oakland, California by Huey P. Newton and Bobby Seale. The name was shortened to the Black Panther Party (BPP) and it began spreading eastward through the Black urban ghetto-colonies across country. In the summer of '68, David Brothers established a BPP branch in Brooklyn, New York, and a few months later Lumumba Shakur set up a branch in Harlem, New York. i joined the Harlem BPP in the fall of '68 and served as its Finance Officer until arrested on April 2, 1969 in the Panther 21 Conspiracy case which was the opening shot in the government's nationwide attack on the BPP. Moving westward, Police Departments in each city made military raids on BPP offices or homes in Philadelphia, Chicago, Newark, Omaha, Denver, New Haven, San Diego, Los Angeles, and other cities, murdering some Panthers and arresting others. After i and most other Panther 21 members were held in jail and on trial for two years, We were all acquitted of all charges and released. Most of us returned to the community and to the BPP but by then COINTELPRO had taken its toll. The BPP was rife with dissension, both internal and external. The internal strife, division, intrigue, and paranoia had become so ingrained that eventually most members drifted or were driven, away. Some continued the struggle on other fronts and some basically cooled out altogether. The BPP limped on for several more years, then died what seemed a natural death. History will be the ultimate judge of the BPP's place in the Black Liberation Movement (BLM). But in these troubled times Afrikan people in the U.S. need to investigate both the positive and negative aspects of the BPP's history in order to learn from those hard lessons already paid for in blood. In particular We need to learn the reasons for the BPP's rapid rise to prominence, the reason for its ability to move so many Afrikans and other nationalities, and th...

The French Revolution1 essays

The French Revolution1 essays There was a loud thunk as the blade hit, and then a roar of the crowd as another noblemans head was raised, after being cut off. The French Revolution (1789-1795) was one if not the most bloodiest revolutions ever in history. There were three social classes in France known as the Estates-General. The French revolutionists took the phrase Liberty, Equality, Fraternity as their slogan into battle (Comptons Interactive Encyclopedia). They were out to win equality, even if it meant sacrificing their own lives for it. Stands between King Louis XVI and the Estates-General are what caused the revolution. Despite their efforts to bring France to a new form government, one, which would serve the common people, France still fell into a state of corruption. The Estates-General were made up of the clergy, nobles, and the common people. It was known to have been around since 1302 (Comptons Inter. Encyclopedia) but wasnt really used again until 1788 when King Louis XVI was forced to call the almost forgotten body together again. Most all of the taxes were paid by the common people (third estate), very little were paid by the other two estates. This was one of the reasons that caused the treasury to go dry, which made Louis XVI call the Estates-General together. King Louis XVI greeted the Estates-General warmly on May 5 1789. Sirs, this day which my heart awaited since a long time has finally arrived and I see myself surrounded by the representatives of the nation which I am honored to command. The debt of the state, already immense on my coming to the throne, has accumulated during my reign. The increase in tax has been the unavoidable result and had been rendered more painful by their unequal distribution. (The Fr. Rev. and the Estates-Gen.pg.2) Louis decided to start making the first and second estates pay some taxes, still not as much as the third estate. This did how...

Understanding and Implementing Array Data Types in Delphi

Understanding and Implementing Array Data Types in Delphi Arrays allow us to refer to a series of variables by the same name and to use a number (an index) to call out individual elements in that series. Arrays have both upper and lower bounds  and the elements of the array are contiguous within those bounds. Elements of the array are values that are all of the same type (string, integer, record, custom object). In Delphi, there are two types of arrays: a fixed-size array which always remains the same sizea  static arrayand a dynamic array whose size can change at runtime. Static Arrays Suppose we are writing a program that lets a user enter some values (e.g. the number of appointments) at the beginning of each day. We would choose to store the information in a list. We could call this list Appointments, and each number might be stored as Appointments[1], Appointments[2], and so on. To use the list, we must first declare it. For example: var Appointments : array[0..6] of Integer; declares a variable called Appointments that holds a one-dimensional array (vector) of 7 integer values. Given this declaration, Appointments[3] denotes the fourth integer value in Appointments. The number in the brackets is called the index. If we create a static array but don’t assign values to all its elements, the unused elements contain random data; they are like uninitialized variables. The following code can be used to set all elements in the Appointments array to 0. for k : 0 to 6 do Appointments[k] : 0; Sometimes we need to keep track of related information in an array. For example, to keep track of each pixel on your computer screen, you need to refer to its X and Y coordinates using a multidimensional array to store the values. With Delphi, we can declare arrays of multiple dimensions. For example, the following statement declares a two-dimensional 7 by 24 array: var DayHour : array[1..7, 1..24] of Real; To compute the number of elements in a multidimensional array, multiply the number of elements in each index. The DayHour variable, declared above, sets aside 168 (7*24) elements, in 7 rows and 24 columns. To retrieve the value from the cell in the third row and seventh column we would use: DayHour[3,7] or DayHour[3][7]. The following code can be used to set all elements in the DayHour array to 0. for i : 1 to 7 do for j : 1 to 24 do DayHour[i,j] : 0; Dynamic Arrays You may not know exactly how large to make an array. You may want to have the capability of changing the size of the array at runtime. A dynamic array declares its type, but not its size. The actual size of a dynamic array can be changed at runtime by the use of the SetLength procedure. var Students : array of string; creates a one-dimensional dynamic array of strings. The declaration does not allocate memory for Students. To create the array in memory, we call SetLength procedure. For example, given the declaration above, SetLength(Students, 14) ; allocates an array of 14 strings, indexed 0 to 13. Dynamic arrays are always integer-indexed, always starting from 0 to one less than their size in elements. To create a two-dimensional dynamic array, use the following code: var Matrix: array of array of Double; begin SetLength(Matrix, 10, 20) end; which allocates space for a two-dimensional, 10-by-20 array of Double floating-point values. To remove a dynamic arrays memory space, assign nil to the array variable, like: Matrix : nil; Very often, your program doesnt know at compile time how many elements will be needed; that number will not be known until runtime. With dynamic arrays, you can allocate only as much storage as is required at a given time. In other words, the size of dynamic arrays can be changed at runtime, which is one of the key advantages of dynamic arrays. The next example creates an array of integer values and then calls the Copy function to resize the array. var Vector: array of Integer; k : integer; begin SetLength(Vector, 10) ; for k : Low(Vector) to High(Vector) do Vector[k] : i*10; ... //now we need more space SetLength(Vector, 20) ; //here, Vector array can hold up to 20 elements //(it already has 10 of them)end; The SetLength function creates a larger (or smaller) array and copies the existing values to the new array. The Low and High functions ensure you access every array element without looking back in your code for the correct lower and upper index values.