Roman Mythology essays

Roman Mythology essays Single is an independent word that means freedom, in social terms. Freedom is basically another word for having the time of your life with as little responsibility and as much fun as possible. Socializing with whomever you desire gives you that lack of restrictions, and almost unlimited options in the societal game. In other cases, there comes a time when being single means being lonely and depressed, which becomes a fear to overcome. Rather than sit around all day waiting for things to happen, and they probably wont, you realize that it is time for you to move on and have fun. The article, Single and..., is an article written by a person that wants to motivate the people who are single and not doing anything about it. Not much ever happens to these people and their life is on permanent hold. Its basically telling you to get on up your lazy behind and do something with your life before it is too late. If opportunity is knocking and the door, break it down. Any action brings a feeling of accomplishment. Once you concentrate on the process itself, rather than the outcome of each date, you can learn from mistakes and attempt to correct them in the future. The critique is bias toward women because it seems that women are more likely to put their dating life on hold than men are. That is because women are often raised to wait for things to happen to them, rather than make things happen. Men are usually raised to make things happen. It doesnt mean men cant have it vice versa. The editorial also mentions men, but not as brief as women I definitely agree with the author because I believe an article such as this one will help aid the singles out there looking for some motivation and a brighter day ahead. Meaning that the day after reading this article, they make something happen. Sometimes it works out and sometimes it doesnt, but keeping your head up and being optimistic will hel ...

Teaching the Compare and Contrast Essay

Teaching the Compare and Contrast Essay The compare/contrast essay is easy and rewarding to teach for several reasons: Its easy to convince students there is a reason for learning it.You can teach it effectively in a few steps.You can see students critical thinking skills improve as they learn to write the essay.Once mastered, students feel proud of their ability to systematically compare and contrast two subjects. Below are the steps you can use to teach the compare/contrast essay. They have been used in regular high school classes where reading levels ranged from fourth to twelfth grade. Step 1 Discuss practical reasons for comparing and contrasting.Discuss reasons for learning to write about similarities and differences. Selecting subjects that matter to students is critical for this step. For example, one might be to compare two models of cars and then write a letter to a benefactor who might buy them one. Another would be a store manager writing to a buyer about two products. Academic topics such as comparing two organisms, two wars, two approaches to solving a math problem may also be useful. Step 2 Show a model compare/contrast essay. Explain that there are two ways to write the essay but dont go into any detail on how to do it just yet. Step 3 Explain compare/contrast cue words. Explain that when comparing, students should mention differences but focus on similarities. Conversely, when contrasting they should mention similarities but focus on differences. Step 4 Teach students how to use  compare/contrast charts. You should plan to spend a few classes on this. Although it seems simple, students doing it for the first time perform better if they arent rushed through this step. Working in teams, with a partner, or in a group is helpful. Step 5 List and model the Writing Dens  cue words  to show similarities and differences. Many tenth graders have difficulty thinking of these words if this step is skipped. Provide model sentences with these words which they can use until they become comfortable with them. Step 6 Explain charts showing how to organize compare/contrast  paragraphs  and  essays. Have students write the block style first since it is easier. Students should be told that the block is better to show similarities and the feature-by-feature is better to show differences. Step 7 Provide guided practice in writing the  first draft. Guide students through their first essay providing help with an introduction and transition sentences. It is helpful to allow students to use a chart they have completed as a class or one that they have done independently and  that you have checked. Do not assume they understand the chart until they have done one correctly. Step 8 Provide in-class writing time. By giving in-class writing time, many more students will work on the assignment. Without it, students with little motivation may not write the essay. Walk around asking who needs a little help to get more participation from reluctant learners. Step 9 Review the steps in the  writing process.Review editing suggestions and give time for  revision. Explain that after writing their essay, students should edit and revise. They should continue the cycle of editing and revising until they are satisfied with the quality of their essay. Explain the advantages of revising on the computer. For  editing  tips, check  these suggestions for revising drafts  from the University of North Carolina Writing Center. Step 10 Review the  SWAPS Proofreading Guide  and give students time to proofread their essays. Step 11 Have students evaluate their peers essays using a  Compare/Contrast Rubric. Staple a rubric to each essay and have students evaluate them. Be sure to check off on a roster the names of students who turn in essays because they could be stolen during the peer evaluation activity. Consider requiring students who have not finished to submit their essay for peer evaluation after writing  Not Finished  at the top of their papers. This helps peers recognize that the essay is incomplete. More importantly, taking their paper forces them to participate in the evaluation activity rather than trying to finish the essay in class. Consider giving 25 points each for evaluating three essays and another 25 points for quiet participation. Step 12 Review the proofreading guide briefly and then devote half a period to proofread one anothers essays. Tell students to read their essay aloud or to have someone else read it to them to catch any errors. Have students proofread several essays and sign their names at the top of the paper: Proofread by ________.

VeraSun Energy Research Paper Example | Topics and Well Written Essays - 1000 words

VeraSun Energy - Research Paper Example In order to produce biodiesel from dried distillers grains, VeraSun energy has begun some units in Aurora and South Dakota recently. The major biodiesel product of VeraSun energy is E85, a blend of 85 percent ethanol and 15 percent gasoline for use in Flexible fuel vehicles (FFVs). E 85 is marketed under the trade name VE 85. The company has around 150 VE85 retail locations fifteen American states. VeraSun energy company holds many â€Å"industry firsts† in its category such as: the first 100 million-gallon-per-year dry-grind production facility, the countrys first branded E85, VE85 ®; the first ethanol producer to form strategic alliances with Ford Motor Company, General Motors, and Enterprise Rent-A-Car to increase awareness and availability of E85, and the first company to place an E85 retail station in the Washington D.C. metro area etc (VeraSun Energy). Even though at the beginning, VeraSun Energy created lot of waves in the energy market, currently it is facing many challenges. In fact it is struggling for survival now. This paper briefly analyses the challenges faced by VeraSun Energy and possible solutions to overcome these challenges. Steil (2008) has mentioned that â€Å"VeraSun Energy has filed for bankruptcy. Its the latest in a series of problems for ethanol producers, whove had to deal with huge swings in corn costs and falling ethanol prices†(Steil). Because of the global recession, the company has faced many challenges in 2008. The demand for its product has come down drastically whereas the prices of the raw materials increased a lot. Corn is the major raw material used by VeraSun Energy to produce bio fuels. The fluctuations in corn prices caused big problems to VeraSun Energy. The company placed bets in heavy amounts on rising prices of corn. But because of the unexpected recession, the corn prices have fallen down and the company faced many challenges. Because of

Polar bears do not need endangered species protection Research Paper

Polar bears do not need endangered species protection - Research Paper Example There is petition filed in America for the protection of polar bear as they are thought to be endangered However in reality, the polar bear population is in good shape and do not need protection. The population of polar bear was supposed to be little less before few decades however in recent times the population of polar has been increasing. According to ( Unger)â€Å" Lets start with what we know. Almost everybody agrees that there are between 20,000 and 25,000 polar bears alive today. Heres another thing almost everyone agrees on: That number is a whole lot bigger than it was 40 years ago†. Much news about the decrease in the population of polar bear is speculation.Peopel has been seeing more of bear population in recent times than before. Many facts about population of polar bears are assumptions with no factual evidence. Many conclude that the survey number of polar bears is not credible as it have certain limitation. On the contrary it has been said that the growing population of polar bears is threatening people. The people who enjoy summer vacation and outdoor activities are threatened due to bears. As per ( Kirk) â€Å"In the Western Hudson Bay area, where harvest quotas were reduced by 80 percent four years ago, communities are complaining about the number of polar bears. Now people can look out the window and see  as many as  20 polar bears at the ice-flow edge,† Flaherty says†. In such a situation, the polar definitely do not need endangered protection. Arctic ice is the habitat of the polar bears. There had been lot of controversy regarding the melting of Arctic ice owing to global warming. However, this seems to be a distorted fact as of 2012, the arctic ice seem to be flourishing. â€Å"Sea ice in the Arctic Ocean underwent a sharp recovery this year from the record-low levels of 2012, with 50 percent more ice surviving the summer melt season, scientists said. It is the largest one-year increase in Arctic ice

Hurricane Sandy Essay Example for Free

Hurricane Sandy Essay 1, Background * The outline of hurricane Sandy Hurricane Sandy was formed on October 22 and dissipated on October 31. Its highest winds throughout all the date was 110mph (175km/h) and the lowest pressure was 940hPa. The number of fatalities was 253 in all, and all costs of damage, at least, have risen to $65.6 billion. Affected areas by this hurricane expanded to wide range. This is Hurricane Sandy when it was near peak intensity on October 25. Firstly what is the hurricane? It is an intense tropical depression with a very strong rainstorm. Hurricane has the other different names, typhoon and cyclone, but these don’t have any of differences in terms of their characters, and the difference is only where it takes place. A hurricane is classified to five levels according to Saffir–Simpson hurricane scale based on the maximum wind speed within one minute. According to the National Hurricane Center, its highest wind speed was 110mph, which mean Hurricane Sandy is classified to category 3. (More than Category 3 is distinguished as a record hurricane) Due to its climate, around the Southern Atlantic, there is likely to have a hurricane between June and November (especially between Aug and Oct), and U.S, as well as the West Indies countries has been suffered from its damage. From such a historical background, these countries have a strong feeling of prevention of damage by hurricanes. Particular in U.S, when hurricane Katrina strikes U.S, the government could not take adequate measure against a hurricane, and there was a great deal of damage. Since then, such a perception has been bigger and bigger among people. After the storm became a tropical cyclone on October 22, in case of Jamaica, the government called upon the all of citizens in the whole island to take precautions against the approaching tropical cyclone. 2, Cause To begin with, how was it formed and how did it progress? At the first time, it began with a low pressure which is classified as a tropical depression on October 22 South of Kingston, Jamaica, and this tropical depression was named Tropical Storm Sandy at the same date. Firstly, it moved slowly because of a peak of the high atmospheric pressure called ridge. However early on October 24, the eye of hurricane started developing, and it headed for northward with steadily speed affected by the atmospheric trough. After that, the NHC (National Hurricane Centre in U.S.A) upgraded it to hurricane status and as of 19; 00 in Greenwich Mean Time that day, Sandy finally arrived at Kingston, Jamaica. Then just after Sandy left from Cuba towards the northern sea, it rapidly intensified to winds of 110mph which is 175km/h although it had been 80mph (130km/h). After Sandy left Cuba, its structure became disorganised, and due to it, Sandy turned to the northwest over the Bahamas. By October 27, because of influence from an approaching trough, Sandy was no longer fully tropical depression. But after that, Sandy re-intensified into a hurricane from a tropical storm. Sandy’s second peak was on October 29, and it recorded 90mph (150km/h) and it had a wind diameter of over 1,000nautical miles (1,150 mi, 1850km). As of 2300 in Greenwich Mean Time on October 29, Sandy was not tropical, and an hour later, it made landfall on the south-west of Atlantic City with 90mph (150km/h) wind. On October 31, Hurricane Sandy finally dissipated over western Pennsylvania This map shows the route of Hurricane Sandy. Hurricane Sandy’s route was not usual as well. Most of tropical depression is likely to path into the sea in this season. However, in the case of hurricane Sandy, other high atmospheric pressure in the southern Greenland pushed it to side of inland. Now, why did it develop to one of the biggest hurricane on record? There has some of hypothesises, but most of experts say that there is a strong relationship between the global warming and its abnormal development. The sea surface temperature from Florida to Canada was 0,6â„Æ' before the global warming had been identified, however since it has come up to the surface, its temperature increased by 2,4 â„Æ'. As the condition when a hurricane is created, at least, it requires three conditions. First, the ocean water must be warm enough to put heat and moisture into the overlying atmosphere to provide the potential fuel for the thermodynamic engine that a hurricane becomes. Second, atmospheric moisture from sea water evaporation must combine with the heat and energy to form the powerful engine needed to propel a hurricane. Third, a wind pattern must be near the ocean surface to spirals air inward. In terms of hurricane’s mechanism, it still has a lot of unsure parts but as of today, it is found that hurricane’s initial energy source is the latent heat released by water vapor in the atmosphere on the tropical sea surface, which mean, as the temperature of surface of sea water increases, amount of vaporized water (primary energy source for a hurricane) also increases, and it is considered as the cause of Sandy’s unusual development. As I mentioned above, hurricane mechanism is still not made clear so it is not sure that whether or not only the global warming is the cause of occurring a massive scale of hurricane. 3, Impacts * Impacts on Jamaica. Jamaica is also one of the region were has suffered from terrible damage by a hurricane Sandy. When hurricane sandy made landfall over south eastern Jamaica, the hurricane was still classified as category 1 with winds of 129km/h, and torrential rain was also hitting the country. In addition, because of its strong winds, a lot of trees were fallen and these blocked several roads, which made many communities inaccessible. Electricity and domestic water supply system was cut too. As a result, any of lifelines were temporary not available. Not only public facilities but also a lot of houses were damaged by a strong wind (for example, the roofs were removed by the wind). In Portland and the area of Mount Pleasant 80% of roofs have been destroyed. Flooding also brought about in Pamphret and Port Maria and it made a lot of people evacuate to collective centers. Number of deaths was relatively less in spite of this scale of hurricane, but such an accident that one man was crushed by stones falling from a hillside and dead in a rural area near Kingston. The total cost of damage becomes $16.5 million throughout the country. * Impacts on Haiti Although Haiti was still recovering from 2010’s earthquake damage, a massive hurricane hit there. As of October 29, estimated 200,000 people became homeless because of heavy raining which went on four days. Port-Salut, where was given one of the worst effects by it, was damaged by over floated rivers, in addition, nation’s capital street, Port-au-Prince were also flooded by the heavy rains. Moreover, ongoing cholera epidemic was also warned due to unsanitary situation brought by flooding. The storm also ruined most of crops and as a United Nation said, as many as 1 million people in Haiti would face to food shortage problem unless enough aids would come. * Impacts on U.S The damage brought about by hurricane Sandy in the whole U.S was one of the most severe throughout all of U.S’s record. Eventually, the hurricane caused about ten billion dollar damage in the U.S. The total number of deaths raised to, at least, 131 in eight states and about 1000 houses were destroyed, so about millions of people left without electric service after the hurricane attacked. However, in comparison with Hurricane Katrina, total damage was considerably smaller. According to statistics, its differences are very clear. For example, in terms of the number of deaths, it was over 1000 in the case of Hurricane Katrina, but in this time, the total number was ten times smaller than before. The number of displaced was also ten times smaller although Sandy’s diameter was bigger than Katrina and its total amount of rainfall was almost no differences. So, U.S’s countermeasure against hurricane has improved a lot compared with past examples. However, the other West Indians Countries are still developing countries regarding countermeasures. Bibliography http://www.nws.noaa.gov/os/hurricane/resources/TropicalCyclones11.pdf http://www.ifrc.org/docs/Appeals/12/MDRJM003EA.pdf http://www.huffingtonpost.com/2012/11/04/hurricane-sandy-vs-katrina-infographic_n_2072432.html http://www.skepticalscience.com/hurricane-sandy-global-warming.htm http://phillyecocity.com/act-philly/climate-act-philly/how-hurricane-sandy-is-related-to-climate-change/

Teacher Education Students at the State University of New York Cortland :: Essays Papers

Teacher Education Students at the State University of New York Cortland A multicultural education incorporates not only culture, but race, social class, gender and disability. "Through guided classroom interaction students’ interracial attitudes may become more positive and accepting" (Chesler, 1971, p.613). Multicultural education has many goals (Kendall, 1996, p. 10). By providing this type of classroom experience children will learn to respect other cultures and to work with others of difference. By using resources that are in the community (parents, library, field trips..) teachers can incorporate this type of education into all subject areas. For example, a science teacher could combine multiculturalism by teaching about achievements made by people of different cultures and also of achievements by women. A multicultural education helps children develop a positive self-concept. By providing a multicultural curriculum students will learn to value other cultures as well as their own. A multicultural education means acceptance and the willingness to learn about others, which will help to make students’ successful members of society. Positive early experiences of multiculturalism in the classroom should be integrated in all aspects of a childs schooling, especially in science. Science is where hands on learning should occur. Teachers must take the time to understand that all children bring their prior experiences with them into the classroom. Children may have misconceptions about science based on their experiences or lack of experiences outside the class. For example, children who live in the city may have less knowledge about farm animals and their environment other than the concrete. Teachers must realize that children in different cultures may have different learning styles. "Culture and ethnicity have deep impact on our learning styles" (Kendall, 1996, p. 33). For example some Navajo children learn better through demonstration. A teacher must be careful not to stereotype children. Just because they are from a cer tain culture does not mean that they must be taught a certain way. Teachers must be aware that a child from a certain culture may learn in a certain way and it is up to the teacher to observe the child to find out what teaching approach is best. Exposing children at an early age to a learning environment with a rich variety of cultural and ethnic materials is essential for them to respect and appreciate others of a different race, gender, or cultural background. By incorporating multiculturalism into science, this gives children an opportunity to learn about people who may be unique from them.

The Subject of Affirmative Action

Considering the subject of affirmative action the following questions frequently are raised: Is there a clear understanding of affirmative action roles/goals? What are the pros/cons of these programs? What are the â€Å"loop holes† in the system? Does seniority play a role in affirmative action? Addressing these key questions may help us all in our daily routine, as administrators and/or potential administrator in the public/private sector. Affirmative action programs throughout the United States have long been a controversial issue particularly concerning employment practices (public/private) and university student and/or staff recruitment. Most public agencies have some type of instituted affirmative action program. According to Cheryl Perry-League, Director of Equal Opportunity of the Port of Oakland, every business operating on Port of Oakland owned land must have a standing affirmative action program on record and businesses bidding to do work for the Port of Oakl! and must have an acceptably diverse workforce. To understand the role and/or goals of affirmative actions programs we should define what the broad definition of what affirmative action is and what caused its development. The phase â€Å"affirmative action† was used in a racial discrimination context. Executive Order No. 10,925 issued by President John F. Kennedy in 1961. The order indicated that federal contractors should take affirmative action to ensure job applicants and employees are treated â€Å"without regard to their race, creed, or national origin. † A person could define this statement as an order to imply equal access and nothing else. Subsequently, Executive Order 11246 issued by President Johnson in September 1965, â€Å"mandated affirmative action goals for all federally funded programs and moved monitoring and enforcement of affirmative action programs out of the White House and into the Labor Department. Affirmative action â€Å"refers to various efforts to deliberately! take race, sex, and national origins into account to remedy past and current effects of discrimination. Its primary goal is to ensure that women and minorities are widely represented in all occupations and at all organizational levels† (Tompkins, 1995, p. 161). Another definition of affirmative action according to Barbara Bergmann is â€Å"planning and acting to end the absence of certain kinds of people-those who belong to groups that have been subordinated or left out-from certain jobs and schools† (1997 p. 7). Tracing the history of affirmative action, laws against racial discrimination have proved inadequate for workplace integration because they often provide remedies only after the fact. Affirmative action requires proactive steps to provide equal opportunities in employment as well as access to education. Many affirmative action programs were born from Title VII of the Civil Rights Act of 1964. Title VII references to affirmative action programs were brought about â€Å"because of! the history of discrimination in the United States, certain groups are viewed as disadvantage in the current marketplace. Thus affirmative action laws impose temporary requirements to correct underutilization of these groups (e. g. , goals and timetables for increasing the number of minorities and women in a facility)† (Gutman, 1993, p. 9). Prior to these laws and the Title VII law, the U. S workforce was primarily dominated by white males. Although, still somewhat white male dominated, quotas that were designed through affirmative action programs have helped achieve some representation of women and minorities in the current work force. Some remedies brought about through affirmative action programs include goal setting, quotas, and timetables. The term goal â€Å"refers to specific outcomes which, when achieved, will result in equal employment opportunity and equitable representation† (Hall & Albrecht, 1979, p. 47-78). Goals and hiring quotas vary somewhat in their fu! nction. Goals generally are long range plans that organizations use and there are no expected minimum or maximum limitations. Quotas by comparison, â€Å"establishes a definite number of people who must be hired. A Company cannot by law, use quotas unless it has been ordered to do so by a court to remedy a past action† (Hall & Albrecht, 1979, p. 47-78). Deficiency correction is the primary target of goal setting through affirmative action. For an organization to be effective with goals, they must be realistic, attainable, and monitored by the human resource department. Affirmative action programs generally achieve their set goals through several common practices called outreach programs. First, there are special recruiting programs where women and minorities will most likely be found. These special outreach programs often target black universities and female dominated educational facilities. A second outreach program involves special advertising. Generally, this is also implemented ! in areas that are heavily populated by women and minorities similar to that of recruiting programs. Through outreach programs like the ones mentioned above, goals can be attained to achieve equity and representation without forgoing higher educated and skilled applicants. These programs can be justified because discrimination is still apparent in the United States today. A 1990 study by the University of Chicago†s National Opinion Research Center found that the majority of white Americans still believe blacks to be inferior. For example, 53% of non-black respondents said they thought blacks were less intelligent than whites, 62% said they thought blacks were less patriotic, 62% said they thought blacks were lazier, and 78% said they thought blacks â€Å"preferred to live off welfare. † The National Assessment of Educational Progress, a series of national standardize tests, evaluates students on their proficiency in reading, writing and science. They divide and co! mpare these results to better understand the effectiveness of public schools. Their results suggest a large imbalance in the educational quality received by whites and other races. The most noticeable imbalance in the three fundamentals of learning was the most important, reading. When students cannot read well, they usually cannot succeed in other subject areas. With the background of affirmative action and its programs established we should evaluate some of the problems with affirmative action and if affirmative action programs work. Opponents against affirmative action programs often believe that the system currently in place is a misuse of the original intent of affirmative action. The programs as they apply now are detrimental to the operation of the job market, to white males, and to the groups it is supposed to benefit. They further contend affirmative action causes reverse discrimination. It is not good practice for Opponents â€Å"pro† affirmative action to use it as a way! to make up for past discrimination. Another problem caused by affirmative action is that it often places a stigma on any groups, which receive preferential treatment, especially on individuals who earn positions because of their ability. Opponents of affirmative action programs believe that these programs when handled properly through the human resources department within an organization can minimize the negative references received regarding hiring practices. Nye states â€Å"that positive information regarding an employee†s job qualifications should minimize assumptions of incompetence associated with affirmative action hiring programs. In other words, when co-workers have information that clearly describes an individual†s job qualifications, they should be less likely to assume that he or she was hired solely on race or gender†(1998). By making this information available within the organization, it would help remove the pressures from the employee and co-worker regarding the hi! ring practices. This could further help the organization in the area of productivity, public relations within the community, and morale. By increasing morale, you maybe able to retain more employees, recruitment made easier, and motivate employees into a very competitive workforce. Opponents of affirmative action also do not believe that women and minorities will be treated fairly without affirmative action programs. Opportunities in today†s workplace are extremely competitive. Glazer states that â€Å"the battle over affirmative action today is a contest between a clear principle on the one hand and a clear reality on the other. The principle is that ability, qualifications, and merit, independent of race, national origin, or sex should prevail when one applies for a job or promotion, or for selective institutions for higher education, or when one bids for contracts. The reality is that strict adherence to this principle would result in few African Americans getting jobs, admissio! s, and contracts† (1998). With that being said, women and minorities cannot possibly have a fair chance in today†s society without positive affirmative action programs. However, with affirmative action, it has been noted that their incentives to achieve success may be decreased because â€Å"preferential treatment can lead to the patronization of minorities and women workers and students. By â€Å"patronization† I mean the setting of a lower standard of expected accomplishment because of the belief that these people are not as capable of meeting a higher standard† (Loury, 1997). With a white male dominated workforce, negative public perceptions, and low self-esteem of applicants, affirmative action offers a solution for race and gender equity. Further stated, everyone in America should be afforded equal opportunity. If this cannot be achieved voluntarily, then we must continue to take action to remedy these situations. Opponents of affirmative action won a landmark victory, in 1998, wi! th the passage of California†s Proposition 209. This proposition abolished all public-sector affirmative action programs in the state in employment, education and contracting. Clause(C) of Prop. 09 permits gender discrimination that is â€Å"reasonably necessary† to the â€Å"normal operation† of public education, employment and contracting. In 1998, The ban on use of affirmative action in admissions at the University of California went into effect. UC Berkeley had a 61% drop in admissions, and UCLA had a 36% decline. This decline strengthens the position of the Pro side of affirmative action. However, a contingency plan has been established. According to a source (who asked to remain nameless), UC Berkeley has a program to actively recruit more minority students that falls out of the guidelines established by prop. 09. These types of â€Å"loop holes† can ultimately hurt the various studies on the effectiveness of anti-affirmative action laws. â€Å"Loop holes† are exceptions to the ! rules or standards. It†s a way around the system. Opponents for affirmative action might feel that the Washington State government utilized such a â€Å"loop hole† in 1997. Under an affirmative action program criticized as the ultimate example of preferential treatment by supporters against affirmative action, the Washington State government hired more white men than African Americans did or any other minority group. In fact, white men fell second to white women being hired (Brune). The program in question is Washington State†s â€Å"plus three† program, according to Tom Brune of the Seattle Times, â€Å"allows the state to hire people who qualify for affirmative action over finalists with higher job-test scores. White men qualify because the state†s affirmative action policy cover not only people of color and women, but also Vietnam-era veterans, disabled veterans and people with disabilities. Majority of the veterans are white men and nearly half of them are disabled in the State of Washin! gton†. Another example of how affirmative action works for the disadvantaged can be found in Hayward, California. Bonnie Kellogg was admitted into the government†s Small Business Administration program that gives her company competitive advantages in its quest for government and large corporate contracts. Prior to 1995, Kellogg†s chances of getting into this program, officially known as the 8(a) Business Development program, would have been slim to none. However, in 1995 court ruling stemming from a law suit by a white business owner alleging â€Å"reverse discrimination† relaxed government standards. This ruling as allow for whites, Egyptians and Iranians, who fall outside the SBA†s minority designation easier access to the program. This relaxation of the rules as helped non-minorities business owners greatly. Report K. Oanh Ha of the Knight Rider Tribune finds a, a big statistical change. From 1968 until mid-1998, only 40 businesses owned by whites and non-minorities out of 13,40! 0 firms nationally were admitted, were admitted into the 8(a) program. So far this year, 74 non-minority companies have been admitted. 1999) Seniority must be examined because in my opinion it is the most widely used preferential treatment policy in the American workplace? With affirmative action being view as preference by many Americans and seniority being an unchallenged â€Å"rule-of-thumb. † In an article by Paul Rockwell he explains, â€Å"The seniority system may be legitimate, but it is no less preferential in its execution than affirmative action. When layoffs take place by seniority, many highly skilled women, many well-qualified people of color, among others, are bumped out of their jobs by less qualified older white males. In a seniority system, the last hired is the first fired, whether the employee is more skilled and competent than an employee protected by seniority. (1999). † Richard Lester, author of Manpower Planning, believes that seniority places less qualifi! ed employees ahead of employees who are often better educated, more skilled in computers. Arthur Whitehill & Shin Ichi Takezawa in Work Ways, concluded the same thoughts â€Å"Younger worker in some cases are more competent than older workers because of [them being} better education, greater adaptability and physical fitness. The public sector and much of the private sector have recognized seniority for quite sometime. We can find this system practiced by older teachers at various universities who are often protected by tenure. Professor Daniel Barber has even stated in candid conversion that when he was the department chair for the Master of Public Administration he took care of the tenured faculty first. Knowing this, why do Opponents of affirmative action, have appeared to be, judgmental of about so-called â€Å"merit† and â€Å"preference†, why isn†t there the same concern about the biggest workplace exception to strict meritocracy – Seniority? Seniority is yet another way to protect th! e â€Å"good ‘o boys networks†. Found in many of the historically white male dominated professions, for example, Firefighters, police, school superintendents, and college professors. Coming from a public sector background (Disabled Army War Veteran, Bureau of Prisons office administrator, Department of Veterans Affairs administrator, and to many federal internships to count) I support the seniority system in those places where affirmative action is still in place. Workplace should reflect the diversity of the community it serves, seniority is a fair system of labor management relations. Seniority gives employees for the personnel problems and private preferences of an employer. However, seniority is a widely used exception to strict merit system only if the workplace is democratic and applied with affirmative action the workplace can become more inclusive. Where affirmative action is repealed, seniority loses some of its legitimacy. I argue that only loses some of its legitimacy be! cause I personally was retained as an employee in a seniority situation. I was the last hired but I was not fired. In short, the scope of seniority and affirmative action are similar. The goal of seniority is job security and affirmative action is integration; both goals are good for America. The American labor movement has a major stake in seniority. The movement should embrace affirmative action because in good conscience it should not take advantage of one and not honor the other. Basically, benefiting for seniority practices but opposing affirmative action for others. If affirmative action is repealed, seniority should go as well. Labor unions and movements should concentrate on saving affirmative action. At a time when all progressive social policies are under attack, unity between women, labor, and people of color is imperative. Seniority and affirmative action should stand or fall together. CONCLUSION Ultimately, the controversy surrounding affirmative action programs t! oday will continue into the future. Society as a whole does not appear to be ready to relinquish its negative perception of the hiring practices brought about by Title VII. However, the benefits brought about this act has greatly increased the opportunity for women and minorities in employment that may not have otherwise been available. These programs have offered hope to some if not all-socioeconomic groups that they will be afforded the opportunity of equal employment and/or representation in our society. Furthermore, human resource departments in the public sector will have to become more skilled in implementing positive affirmative action programs if we are to reap the full benefits from them. Finally, Affirmative action is not a cure-all. It will not eliminate racial discrimination, nor will it eliminate competition for scare resources. Affirmative action programs can only ensure that everyone has a fair chance at what is available. They cannot direct us to the social pol! icies necessary so people do not have to compete for scarce resources in the first place. The larger question to ask is why are there not enough decent paying, challenging and safe jobs for everyone? Why are there not enough seats in the universities for everyone who wants an education? Expanding opportunity for people of color means expanding not only their access to existing jobs & education, but also removing the obstacles that cause these resources to be limited.

Our National Duties

Once Martin Luther King said, â€Å"Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly†. UN Secretary General Kofi Annan says that, â€Å"In this new era, people’s actions constantly-if often unwittingly-affect the lives of others living far away. Globalization offers great opportunities, but at present its benefits are very unevenly distributed while its costs are born by all. He emphasizes six shared values, which are of particular relevance to the new century: freedom, equity and solidarity, tolerance, non-violence, respect for nature and shared responsibility. The modern world is becoming smaller, highly integrated and technologically more advanced. It is also becoming highly fragmented, less peaceful and unsafe for both present and future generations. Spectacular advances in science and technology over the last five decades have revolutionized the entire world. Investments in research and development have resulted in innovations and inventions in both product and factor markets. The benefits of these advancements however, have yet to reach the poor living in many countries across the world. Poverty is on the increase and we are sitting on millions of human landmines. The world today is passing through an environment full of tensions, violence, declining values, injustice, reduced tolerance and respect for human rights. The gun culture has already taken a dominant position in most of the developing countries, threatening the future of the youth who deserve a peaceful and better quality of life. There is a greater need to create a culture of Youth Leadership in society through an active participation of youth in civic activities. Adult leaders, parliamentarians and policymakers at community, municipality, state, national and international levels should agree that they are responsible for ensuring that the 21st century is characterized as a century of Youth Leadership. The world today is indeed in search of a new culture and a common system of values and new behavioral patterns for individuals, groups and nations, because, without them, the major problems of international and internal peace cannot be solved. The replacement of the existing culture of violence by a culture of peace can only be achieved in a longer perspective. In a period of transition and accelerated change marked by the expression of intolerance, manifestation of racial and ethnic hatred, violence towards those regarded as â€Å"others† and the growing disparities between the rich and the poor. Action strategies must aim at ensuring fundamental freedom, peace, human rights, and democracy and at promoting sustainable and equitable economic and social development all of which have an essential part to play in building a culture of peace. What do we expect from the youth with the creation of the culture of peace? The youth with their new ideas, new energy and neutral background, can contribute to peace development. They are ready to participate in community work. Youth should be treated as partners-partnership by youth in all social activities, of governance, community activities-should start in an active manner with the entry of the child into the golden age phase of 15 to 25 years. Youth should realize that they should not wait for the inheritance of the world; they must realize they have already inherited the world while entering into the golden age. Development of youth as productive citizens and peace workers could be a starting point for developing the peace culture. In the world today, one person in five is between the ages of 15 to 25, which is an accepted UN definition of the age that defines youth. There are altogether more than one billion youth, constituting a formidable force. About 85 percent live in developing countries with 60 percent in Asia, or about 800 million youth in the Asian region. Moreover, two thirds of these youth are growing in countries, which have extremely low per capita incomes (PCIs), below the PCI of $700 per annum. The needs and aspirations of young people are still mostly unmet. The youth employment and livelihood problem is particularly acute and growing in the developing countries while the bulk of corporate resources are controlled by developed countries. Moreover, action on youth employment and livelihood remain poorly defined. Poverty breeds an environment, which encourages social deviations like drug-addiction, excessive smoking, alcoholism, and tendencies towards suicide. Most problems among youth in developing countries are nurtured by their perception of an uncertain and unstable future. However, one thing is clear among all youth: that they want to make something of them, and to sustain the value of family solidarity. Today’s youth are often skeptical about adult leaders and they may express the desire to participate in society through volunteer work but not in politics. Alienated youth, particularly when they form a large proportion of the population, will turn their energy to drugs, crime, violence and even revolution. Unengaged youth represent a wasted economic resource. Youth of today is in search of its identity. They are less inclined towards conflicts and wars unless external forces compel them to do so. International studies clearly indicate that today’s youth are concerned about issues relating to family, education and employment. The youth express their need for a sense of independence, competence and participation in the mainstreams of society. They should be perceived as key agents for social change, including peace development, economic development and technological innovation. The paradox is that even as they represent societies’ greatest hope, they are a group who risk an uncertain and unstable future. How to involve these young men and women in building and designing their future, and the future of coming generations, is the key issue confronting the progress of our societies. The world today stands at a crossroad. However, the path of peace ahead remains clear for the world if we pursue three goals: firstly, a common vision of our future society anchored on peace; secondly, the core of shared values that animate our desires and preferences, grounds for peace which is acceptable to all religions, peoples, nations, families and communities, and hirdly, the power for united venture that brings people-empowered action for the attainment of a peace vision guided by the values we cherish. The peace factor must be used to resolve prime issues such as: (i) the persistent poverty of people, especially those in rural areas, (ii) the social injustice that continues to prevail in our societies and then often divisive and counter-productive ways of governance. The index to development, theref ore, must be human in dimension, content and lifestyle anchored on peace. In the case of the National Peace Development Policy for Youth, we must deviate from tradition and formulate policy with active participation of the youth. In this case, policy definition and strategy have to be applied flexibly by involving and energizing the youth right from the very start. It should not begin with elders and senior policy-makers and leaders, but take grassroots hold with the youth from day one. The youth must be empowered to find their own niche and roles in the totality of national development, and be the major force for peace development. All steps in the exercise should be taken in consultation with the different levels of participating youth from the national down to the state, district, municipal and village levels. Youth constitutes the richest wealth of a country. They develop quality of personal integrity, personal discipline and open mindedness. It is enriched further when they develop an open attitude and universal outlook. As youth is a period of passions, emotions, activity and vigor, they should be trained to combine enthusiasm with patience. Youth should develop an open attitude and universal outlook. This is the real empowerment of youth. Empowering or enabling is like a process similar to teaching and fishing. For preserving peace, youth must play a decisive role. Youth should be exposed to merit of tolerance and nonviolence. Youth should realize the importance of living together and should be responsible to defend the frontiers of peace and non-violence. This warrants the promotion of a new culture and thus a different mindset. Hence, a comprehensive rethinking is required in all walks of life with a total commitment to the issues of youth development. Educational experiences should be provided to youth with an objective to enhance their tolerance level and help them understand the merits of tolerance and respect for â€Å"otherness†. â€Å"Respecting the others† goes much farther than tolerance. Education must promote an aptitude of free inquiry, frank and vigorous discussion and willingness to work in teams. Education should teach the youth not only to tolerate differences but also to respect differences. In spiritual development, the youth can form a new phalanx of peace missionaries building up volunteers and NGO networks at the grassroots, concentrating on values education and spiritual renewal among children, women and the youth to reverse the process of family values in which traditionally, it is the elders who impose on the youth; this time it will be the young helping shape family values through dedicated youth peace missionaries. In the area of ethnic development, the youth of different ethnic groups can forge links between cultural minorities and popularize shared values, shared religious values, and shared cultures and traditions handed down from generation to generation. In political development, youth can be trained to form the cadre of youth animators to expose the rural poor to democratic processes and institutions, to consensus building and voting mechanics, to party and government platforms. In socio-economic development, the youth can join internship/training programs with agricultural, manufacturing, and service industries, sharpen their skills to become the forward-looking manpower needed by their countries to help their economies compete favorably against international competition. In political/government development, the youth can engage in internships in the parliamentary institutions, join in political awareness-building, reform political parties and remove the ugliness of partisan politics, and at the same time force reforms in the bureaucracy to ensure good governance, accountability, transparency, and citizenry participation. E-government strategy can effectively support such programs. In military affairs, the youth can become the country’s elite guards dedicated to patriotism, protection of children, women, oppressed and poor, and through collective vigilance and closeness with the people, provide the moral counterpart to the abuses of ambitious generals and military demagogues. Finally, in regional and international development, the youth can become peace ambassadors of their respective countries, promoting exchange programs in education, culture, science and echnology, sports and games, and in tourism promotions, to link all the youth of the region and the world in the pursuit and maintenance of peace and democracy. Youth Leadership activities cannot be confined to schools. They should be exposed to the real socio-political environment. That is missing today. In addition to peace development, these youth forums should, from time to time, include planning and implementation of environmental programs, family planning, information technology, health and sani tation, etc. Forum participants should focus on the benefits of peace, non-violence to strengthen tolerance through participation in community affairs, anniversaries in which all can participate thereby fostering a culture of peace and tolerance through a system of community education in order to promote respect and mutual understanding. The new millennium offers the world’s people a unique opportunity to reflect on their common destiny, at a moment when they find themselves interconnected as never before. In this New World, groups and individuals interact directly across frontiers more often, without involving the state. This also has its dangers in terms of crime, narcotics, terrorism, weapons, refugees and migrants; all move back and forth faster and in greater numbers than in the past. But new technologies also create opportunities for mutual understanding and common action. If we are to get the best out of globalization and modern technologies as well as avoid the worst, we must learn to govern better with emphasis on good governance and strengthening of civil society, and how to govern better together. People are looking to their leaders to identify and act on the challenges ahead. There is no denying the fact that youth are important asset of any nation, making up 800 million of Asia’s population. They should be the primary concern of political leaders, religious leaders, policy makers, planners, administrators and others interested in development including peace development. The youth are creative and innovative. They are in a better position to introduce new dimensions contributing to the current socio-political and economic dialogue, particularly in the area of peace development. Hence, the national governments should give priority to the UN declarations of National Peace Policies and Action Programs. Nations are underdeveloped for many reasons, but certainly the major reasons are inadequate leadership, and absence of youth participation. We must now look to the youth. The modern electronic media have an essential role to play in the preparation of youth in a spirit of peace, justice, freedom, mutual respect and understanding, in order to promote human rights, equality of rights between all human beings and all nations, and economic and social progress. Equally, they have an important role to play in making known the views and aspirations of the youth with special focus on good governance, transparency, tolerance and democracy. In the ultimate analysis, my dear fellow participants and youth leaders, I am sure that together we can lay the foundations of our shared future, together we can build bridges of love and tryst; and together we can help translate the dreams and visions espoused at hundreds of such conferences before this one. With hope, faith and courage, soon we shall be able to tell our elders that yes when given the chance to deliver, we have done and done it in style. At least, we would leave this world as a much better place to live than we had inherited. Times cry for action and action here and now. Mark Twain said this for you, me and all of us: â€Å"Twenty years from now, you will be more disappointed by the things you did not do than by the thing you did do. So, throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover†¦! †

The Hagia Sophia essays

The Hagia Sophia essays When most people think of the great Byzantine Empire, they picture the wonders of the Hagia Sophia. The temple is a living masterpiece still standing as it once did hundreds of years ago. Records say the first to build it was Emperor Constantius, but after the temple was destroyed in 532 Emperor Justinian sought to build a new church. His goal was to build the greatest church to ever stand. Emperor Justinian entrusted this great undertaking to two men, Anthemius of Tralles and Isiodorus of Milletes. Scientist, architect, scholar, engineer, and even artist, these two men used all these talents to create the design for the Hagia Sophia. They both supervised one hundred master builders and ten thousand labors as well as the richest of the world being poured in for the temple. In the surprisingly short time of five years, ten months, and four days, the temple was completed on December 27th 537. Putting all formalities aside, Emperor Justinian excitedly rushed into the church to proclaim, Solomon, I have outdone thee! For a while the grand church endured earthquakes, fires and numerous additions. When the Turks conquered Constantinople in 1453 they converted the old church into a mosque for Islamic worship. Many changes were made during this time. An altar was built to face Mecca, minarets were built to surround the temple, and even a library and a primary school were built. On February 1st 1935 the Hagia Sophia entered its current phase as a museum. For over 1,000 years an indestructible symbol of peace the Hagia Sophia has stood proudly as it does today. ...

Hawaii State Unit Study - Geography, State Symbols Facts

Hawaii State Unit Study - Geography, State Symbols Facts These state unit studies are designed to help children learn the geography of the United States and learn factual information about every state.ÃÆ'ƒ‚ÃÆ'‚   These studies are great for children in the public and private education system as well as homeschooled children. Print the United States Map and color each state as you study it. Keep map at the front of your notebook for use with each state. Print the State Information Sheet and fill in the information as you find it. Print the Hawaii State Map and fill in the state capital, large cities and state attractions that you find. Answer the following questions on lined paper in complete sentences. State Capital What is the capital?Virtual Walking TourState Flag What do the eight stripes of white, red, and blue represent?State Flower What is the state flower?Coloring pageState Bird What is the state bird and what does it like to eat?A close up of the State BirdState Fish What is the Hawaiian name for this fish?State Marine Mammal What is Hawaiis state marine mammal?Whale MazeState Tree What is the Hawaiian name and the common name of this tree?State Song Who wrote the state song?State Seal What was the phoenix a symbol of?Picture of state seal.Hawaiis Native Seal What does ilio-holo-i-ka-uaua mean?State Motto What is the state motto and what does it mean? Hawaii Printable Pages - Learn more about Hawaii with these printable worksheets and coloring pages. Hawaii State Symbols Quiz How much do you remember? Did You Know... List two interesting facts. Eight Major Islands - What are the eight major islands? Hawaiian Island Wordsearch Hawaiian Glossary - Learn some Hawaiian terms! Find Your Name in Hawaiian My name is Peweli (Beverly), whats yours? Interactive Hawaiian Dictionary Want to know how to say something in Hawaiian? Hula - Hawaiis Art and Soul Read about the Hula and listen to The Sounds of the Hula. The Big Luau - Read a brief history of the luau, the read da rules, then on to the menu Other Hawaiian Recipes Coloring Pages - Click on a picture to print and color! Wiki-Wiki Scavenger Hunt - Can you find the answers to the questions? (print out and include in notebook) Virtual Field Trips of Hawaii - Pick an island and choose where you want to go! Crossword Puzzle - Do this Hawaii crossword puzzle. Crossword Puzzle - Try your hand at this Marine Life Crossword Puzzle. The Hawaiian Tree Snail - Learn more and do an origami project. The Pacific Green Sea Turtle - Learn more and do an origami project; coloring page. Opihi - The Hawaiian Limpet - Learn more then enjoy these activities: Opihi Origami; Color An Opihi; Opihi Maze Pulelehua - Learn more then enjoy these activities: Make A Pulelehua Origami; Color A Pulelehua; Pulelehua Maze King Kamehameha - Learn about King Kamehameha; coloring page; crossword puzzle. Ocean Diorama - Print and fold marine wildlife and assemble an Ocean Diorama. Hawaii Quiz - How much do you know about Hawaii? Odd Hawaii Law: It used to be illegal to insert pennies is ones ears. Additional Resources: Introducing the email course Our 50 Great States! From Delaware to Hawaii, learn about all 50 states in the order they were admitted to the Union. At the end of 25 weeks (2 states per week), youll have a United States Notebook filled with information about each state; and, if youre up for the challenge, you will try recipes from all 50 states. Will you join me on the journey?

Textual analysis Essay Example | Topics and Well Written Essays - 1000 words - 6

Textual analysis - Essay Example Jesus replied them using parables those who about the kingdom of God and do what they are required of; they are privileged, and they will be counted as the son of God. He told them exact meaning of the parable in detailed explanations (Butler 21). The sower is God. The seed is the word of God. The seed that fell on the roadside means that those people hear the word of God, but Satan comes and takes away from their hearts immediately. The first parable has some resemblance with the second parable; the seed fell on the stony ground. The meaning of this is that these people hear the word and receive it with gladness, but they have no roots to it grounded firm. Because of the lack of sources and strongest, they endure the force for some time but they wither off. The seed that was planted amongst the thorns had representation that they heard the word, but the pleasures, desires and the richness of the world entered in, stifled the word, and became fruitless to the person (Butler 18). The meaning that Jesus gave the seed that fell on to the good soil was that they are the individuals who receive the word, receive it. And take to the next level until they bear the required indented results. The explanation that rgards the purpose of the parables and the parable itself from the sermon that Jesus gave while they were from the Sea of Galilee is also shown in the gospel of Mark and Mathew. As the means to reach and to hear the bigger crowd that it was gathered there, Jesus used the board on the lakeshore (Butler 24). Delivery of sermon is not represented using the board in the Luke’s gospel. The Luke’s gospel revealed that Jesus was telling and explaining the parables while visiting and attending city to city. From this town adventure, Jesus also gave the purpose of the parable itself and the explanations. The crowd was being

BHS 499 (Senior Capstone Project) Module 1 CBT Essay

BHS 499 (Senior Capstone Project) Module 1 CBT - Essay Example According to Brennan, Leape & Laird in 1991 and cited by the World Health Organization (2004), a Harvard study reported that 4% of patients encountered some kind of harm in the hospital while about 70% of cases of adverse events led to short-lived disability among patients and 14% of such incidents resulted lead to death The Institute of Medicine or IOM added that annually, "medical errors" reached about 44 000 and 98 000 in hospitals of the USA. Ehsani, Jackson, and Duckett (2006) reported that in Australia alone, an estimated direct costs related to managing adverse patient cases reach up to more than $2 billion per annum. This concerns are very significant because globally, safety and better health of individuals are their basic inherent rights that healthcare institutions must effectively deliver to them. organization (Estes Park Institute, 2008), inappropriate conduct can never be tolerated and continuously being improved. Hindle, Braithwaite and Ledema (2005) emphasized that fatigue, carelessness or lack of knowledge are common factors that resulted care providers to create errors. Although majority of errors are less likely due to behavior but are widely the consequence of underlying factors which are considered as barriers to effective teamwork. Bender (2000) argues also that poor communications among many patients, health care givers and hospital management lead to errors. Gui, Shiew, Bidlake, Cheruvu, Subak-Sharpe, and Fiennes (1999) added that ineffective communication between general practitioners and hospital in some cases often lead to patient safety problems.Finally, adequate reimbursement from insurance carriers is very essential in the healthcare industry as this help manage client's health care expenses and prevent major financial burdens if and when, illness or injury occur. But, millions of citizens' medical coverage is not enough or have no health insurance. Some have lost their insurance coverage or just let it lapse the moment they leave their jobs; while others have very limited knowledge that if they can't afford the cost of private insurance, they may avail of certain financial assistance from government programs. These are some of the issues confronted by many individuals and require further attention. Problem Identification 3 REFERENCES Bender, N. (2000). Action to improve patient safety: "safety" prone health care systems. Ambulatory Outreach, Spring, 6-13. Ehsani, J.P., Jackson, T, and Duckett, S.J. (2006) The incidence and cost of adverse events in Victorian hospitals. Medical Journal of Australia 2006; 184(11): 551-555. Estes Park Institute (2008) The top issues in health care 2008. A Report from Estes Park Institute Englewood, CO 80151. Gross, W.A. (2003) Virginia health insurance guide for consumers. State Corporation Commission's Bureau of Insurance. Richmond, VA 23218. Gui, G., Cheruvu, C., Subak-Sharpe, I., Shiew, M., Bidlake, L., & Fiennes, A. (1999). Communication betwe