Driver Designated Service Research Paper Example | Topics and Well Written Essays - 1250 words

Driver Designated Service - Research Paper Example The Marketing Plan The demographic environment of Los Angel’s city is made up of a diverse population. The populace consists of men and women whose education levels vary from person to person. Los Angeles is a city with a large population because of the high level of birth rate. The residents also have various perceptions governing their interactions within the society. Religious beliefs also vary from person to person because the country does not have a state religion. All this factors plays a crucial role in influencing market plan for organizations. The 4Ps of the marketing mix that are taken into consideration in the marketing of the service involve â€Å"product,† â€Å"price,† â€Å"place† and â€Å"promotion.† Marketing The owners should know the strengths and challenges within the business. The knowledge by the owners provides a burly base for the operation of the industry because the threats and opportunities are easily predicted by the own ers. Secondly, the customers should be educated on the benefits of business and how it works. It should have some distinct features that distinguish it from other similar services offered by other businesses (Heather & Stockwell, 2004). The location for conducting the business should be clear and reachable by the clients. Security of the clients should be guaranteed by the company. The business should not be positioned at a location where there are no unlawful doings happening in the area. It should also be located in strategic positions. Promotion The service of providing designated drivers should be widely promoted using various strategies such as advertising and sales promotion to market it to the prospective clients. Promotion also acts as a tool for educating buyers on the existence and payback of the service in the market. Service Review The service of providing designated drivers was instigated to help drivers who are excessively drunk safely reach home. My â€Å"designated driver service† company is different from other competitive companies because it drives clients from home in their own vehicles, while another driver follows the designated driver to pick up the designated driver. It is efficient because the designated driver goes as far bringing a clients’ vehicle within their reach. The designated driver service has certain impediment that limits the efficiency in delivery of the service. The first impediment is that the designated drivers are a popular lot in the society, but residents do not fully utilize the services they offer. This is because individuals are still used to the conduct of drinking and driving. The drunk drivers who cause accidents in most cases always go on drinking sprees without hiring designated drivers. A designated driver does not necessarily have to be a person who is engaged to work in a company, but can also be the one who goes with colleagues out on a drinking spree and refrains from drinking alcoholic bev erages (Heather & Stockwell, 2004). Target Market and Segmentation The city that I am targeting is Los Angeles. It has a high population compared to other states in the United States. The city and the market are located in the United States. The populace of the city is diverse because of the numerous ethnic groups present within the city. The market behavior in the city is also unpredictable as a result of the large population. Many individuals are operating different businesses within the city and I strongly believe that my company will immensely benefit from

Forces for expansion of Atlantic world and relation to North American Essay

Forces for expansion of Atlantic world and relation to North American colonial history - Essay Example The avenues created by the so launched project created the pathways for the Europeans to migrate into the Americas right from the sixteenth century, they then fought and defeated the native populations and even went to an extent to ensure they were extinct by devouring them completely. These were facilitated by the need for these populations to create and establish European agricultural and urban settlement schemes. Furthermore, the European powers were driven by the urge to impose upon the subjects’ rules and regulations on commerce and trade, land owning and the general political life (Linebaugh, Peter, and Marcus 2000 pg.43). These are the fundamental factors that lead to the transformation of the old world according to the historical fundamentals into the so called new world and hence the Atlantic world. The creation of the Atlantic world was also characterized by the creation of the empires. These were facilitated by the urge and zeal by which commerce and trade was expanding from Europe to America. Other factors being the movement of the population for religious freedom, escape from oppression, adventure with the largest majority of the Europeans moving in search of economic empowerment through the search for economic opportunities (Linebaugh, Peter, and Marcus 2000 pg.67). Therefore, the Europeans immigrants in America attained their settlements through a connection between Europe and America as a result of trade or commerce; this is evident due to the yearly growth in commerce both extensively and in a quite complex manner. These also intensified with the sharp increase in demand for labor in the new world characterized by commerce fueling expansion of trade hence increased migration from the old world to the new world. Increased commerce also became the cause of the increase in slavery in the Americas hence the growth in slave trade between the European America and Africa and these draws us to the fact that the Atlantic world was not only inclusion of the Europe and America but also Africa (Linebaugh, Peter, and Marcus 2000 pg.93). The other major factor that was binding to the Atlantic world is religion. The majority of the American settlers carried their Christian religions from Europe which they maintained. While the Catholics maintained their close ties to the Vatican in Rome where they originated, the Protestants who were the majority in North America were closely linked to their European counterparts. Religion through new ideas and movement spread across the Atlantic like bushfire resulting into the movement of the great revival of the into America, it is important to note that the ideas and movements we are talking about originated from Europe. For example, the great evangelist George Whitefield propelled the movement of the â€Å"Great Awakeningà ¢â‚¬  form great Britain to America in quite a large chunk. The

Prejudice And Discrimination Against Indians Cultural Studies Essay

Prejudice And Discrimination Against Indians Cultural Studies Essay The population in Singapore is about 4.9 million people, 3.7 million people are Singaporeans and Permanent Residents while the rest are foreigners. The ethnic distribution of Singaporeans is as follows, 9.2% of Singapores population is Indians, 13.4% of Singapores population is Malays, 74.2 % of Singapores population are Chinese, while the remaining 3.2% of Singapores population are Eurasians. (http://www.singstat.gov.sg/pubn/reference/sif2010.pdf) From the above mentioned statistics Indians are one the minority groups in Singapore while the Singapore population is dominated by the Chinese race. The following paper will highlight the racism against Indians in Singapore from the majority race which is the Chinese population. This topic has been chosen because the author has experienced racism in many forms from the Chinese population in Singapore, thus the author is able to relate to this topic better and give better suggestions to solve the problem on hand. According to Nadra Kareem, one of the major causes of racism is because of the skin colour, where the minorities are rejected by the society and suffer verbal abuse because of their ethnic background. (http://racerelations.about.com/od/understandingrac1/a/internalizedracism.htm) The following are two quotes taken from interviews (conducted by me) to strengthened Nadra Kareems statement. Vinodini, 25 I was about 13 years old when this incident happened, I went to the swimming school with my female group of friends. I and my friends did not really know how to swim, we just went for the sake to try out something new. My group of friends were wearing our swimming costume and we were about to enter the pool when a Chinese man said to his wife Charcoal coming inside the pool lets go. At that point I felt so insulted. I did not know whether to scold him or just simply run away to escape the humiliation. From that day onwards I lost the interest in swimming and I have never worn a swimming costume. The following statement illustrates the point that colour is a cause of racism, naturally swimming costumes tends to show more of the body and the Chinese man had to comment on her colour as charcoal. The respondents body is shamed by being referred to as charcoal (in relation to its black colour) and on a worse note the Chinese man felt that by the respondent entering the pool it meant that the man and his wife should leave the pool and that they cannot be in the same pool together. On a whole this incident is extremely damaging to Indians confidence in their body. Thevandran, 16 During primary school there was an incident whereby a Chinese boy from my class would cover his nose and encourage other students to cover their noses because he thought I was smelly and dirty. When I confronted him he told me that it was his parents who told him that Indians dont bathe at all. That day I convinced myself that I did not want to socialize with the Chinese. In both instances it can be noted that there are actually racially-motivated racism by the Chinese against the Indians in Singapore based on their colour. The multiple disgraceful terms such charcoal and dirty is mainly to mock the Indian body as inferior to theirs. Ardis C. Martin, M.D. states that if ones culture continues to be devalued it results in low self-esteem. (http://ap.psychiatryonline.org/cgi/content/full/32/4/338) In both cases above, the respondents felt insulted by the remarks that they received. Vinodini did not ever want to swim again while Thevandran did not want to socialise with Chinese to ease his pain. Top of Form Bottom of Form Section III WHY THIS PREJUDICE AND DISCRIMINATION AFFECT SOCIETY AND IS IMPORTANT The racism of Chinese against Indians in Singapore should not be treated lightly and must be treated seriously. One only has to look back into Singapores history and remember of the two racial events that nearly tore apart Singapore The Maria-Hertogh Riots and 1964 Race Riots. On 11 of December 1950 the court decided to award custody of Maria Hertogh (who was raised by Muslims) her biological Catholic parents. Outraged Muslims protested the decision which eventually led to rioting when images showing Maria Hertogh kneeling before a statue of Mother Mary were published. Rioting in Singapore lasted 3days. Many properties were destroyed but more importantly 173 people were injured and 18 were killed. (http://en.wikipedia.org/wiki/Maria_Hertogh_riots) The 1964 Race Riots was a series of riots that took place in Singapore in July and September between Chinese and Malay racial groups. The racial violence killed 36 people and a further 556 people were injured. (http://en.wikipedia.org/wiki/1964_race_riots_in_Singapore) The following two events illustrate how racial conflicts can destroy Singapore. To deal with this situation the government has continuously and actively promoted racial harmony as the key pillar of the nation through various policies and measures emphasizing tolerance, understanding and respect among the different races and religions in Singapore. (http://www.asiaone.com/News/AsiaOne+News/Singapore/Story/A1Story20100429-213067.html) Singaporeans are also constantly regularly reminded in official speeches of the racial in events in Singapores history and how it threatened to engulf the nation in turmoil. (http://www.straitstimes.com/STI/STIMEDIA/sp/nationaldayrally2009/090817_hard_work_on_harmony.html) The situation in Britain/United Kingdom will now be discussed, whereby Indians there are one of the minority race groups and they are discriminated violently and viciously by the majority groups. Even though the situation in Singapore regarding the racism against Indians by the Chinese may be seem as tame as compared to the situation in Britain/United Kingdom, lessons has to be learnt from those countries to prevent our nations future from becoming bleak as Britain and United Kingdom. Section IV WHERE CAN WE START TO FIX THE PROBLEM Racism of Indians by the Chinese in Singapore results in marginalisation between the two groups and thus creates divide within the multi-racial society within Singapore. (http://www.asiaone.com/News/AsiaOne+News/Singapore/Story/A1Story20100429-213067.html) There are many measures put in place by the government to tackle the issue of racism between the different racial groups. During Mr Lee Hsien Loong National Day Rally speech in 2009 he mentioned about Singapores efforts at fostering harmony among the different races and religions. (http://www.straitstimes.com/STI/STIMEDIA/sp/nationaldayrally2009/090817_hard_work_on_harmony.html). The reason for doing so is to create social interaction between different races and thus promote cultural diversity among them. Examples to promote national integration between the different races include through promotion of public housing, national service, educational policies, the mass media and grassroots organizations. One such measure I suggest to tackle the issue of racism against the Indians by the Chinese is to implement a system in primary schools whereby for one day a Indian student will have to live a Chinese students house. The next day the Chinese student will have to live in the Indian students house. This thus creates the social interaction required to foster harmony between the different racial groups. The reason for implementing this system during primary school is because young children are impressionable and through interaction at this age it will continue a trend to interact with other races as they grow up. Martin Luther King once said I look to a day when people will not be judged by the color of their skin, but by the content of their character. I totally agree with him, through the implementation of my idea it will help Chinese in Singapore to judge Indians based on their character and nothing else, thus creating a harmonious and multi-racial Singapore for all to see. (http://changingminds.org/analysis/i_have_a_dream.htm) THE END

The Rise of Social Isolation in America is a Chief Factor in the Prolif

The Rise of Social Isolation in America is a Chief Factor in the Proliferation and Continuation of Suburban Sprawl At the very backbone of the body of reasons for which sprawl has accelerated so much in recent decades is the changing social culture in America. One must remember that sprawl is all about people, and one of the greatest factors that drive the trends of their behavior is culture. It is true that there are many other factors (I.E. economic) at play in the manifestation of sprawl, but the factor of culture is what lies at the very core of the entire issue. This core is the argument that Americans have gradually moved toward a socially and individually isolated culture. Essentially, the American community has become more disjointed and impermanent, creating an atmosphere in which living in a more dense population has become undesirable. To best understand how culture has changed, one must take into account the way it once was and what circumstances helped to alter it. Traditionally, living in the United States had comprised of a much more community-oriented culture. (Kingdon) This was especially true in the days before the automobile (and the railroad to a small extent) when communities were more isolated from mass movement, migration, and displacement of its denizens. Before the Baby Boom and especially before the Industrial Revolution, the American landscape, even on the east coast, was comprised of primarily isolated village communities and distinct urban centers. Travel and economic factors (economies were more localized then) created an environment where it was quite easy and possible for an individual to grow up, live and work, marry, and die in their hometown community. Hence, since people were more lik... ... so on, and so on. People will be more willing and capable of living in denser, more efficient environments only when the underlying culture that sustains sprawl is altered. The sense of the American community needs to be re-established if there is to be any real progress in the battle against sprawl. The REAL problem here then, is that changing the culture of a state, of a nation, is a very long and difficult undertaking†¦ Works Consulted Kristin Gotts, et al (no date) Better Together Saguaro Seminar on Civic Engineering in America; John F. Kennedy School of Government, Caimbridge MA Puntam, Robert D. (1995) Bowling Alone: The Collapse and Revival of American Community Simon & Schuster ISBN: 0684832836 Kingdon, John W. (1999) America the Unusual Bedford/ St, Martins Boston, MA Lowi, et al. (2001) We the People W.W. Norton and Company, NY, NY

My Head Is Spinning

50PsychSim 5: My Head is Spinning PsychSim 5: MY HEAD IS SPINNING Section: PSYC 101 – D22 LUO Date: 11-15-2012 This activity provides some background information about thinking with verbal concepts versus thinking with mental images. Conceptual Thinking †¢ What was your train of thought as you navigated the picture of the candle? Initially seeing the candle I was not aware of what needed to be done until the mouse was moved and I saw the match. I then preceded to drag the mouse to the candle, placed the match on top of the candle and lit the flame. The two images, the cande and the match, created a likely outcome.Cooper & Shepard’s Results †¢ In the Cooper & Shepard experiment (1973), participants were asked to decide whether a stimulus (a letter) was normal (simply rotated in the picture plane) or backwards (flipped to its mirror image before the rotation). Reaction times were graphed and increased as the letters were rotated away from 0 degrees. Interestingl y, reaction time decreased after 180 degrees. Can you explain why this might occur? Reaction time increased as the the letters were rotated away from zero because there is a greater angle the closer you get to 180 degrees, taking longer to mentally roate the images .The decresed reaction time occurs because an object rotated beyond 180 can be flipped the other direction, taking less time to mentally rotate it. Rotating the images mentally takes more time per degree of rotation. Mental Rotation Experiment †¢ After completing the Mental Rotation experiment and viewing your data, how would you describe the pattern of your results? Do you think that your results fit the pattern of results from the Shepard experiments? I do believe my results fit Shepard’s experiment.It took me longer to contemplate the images when they reached 180 degress compared to zero degrees. The backward images had an increased response time due to manipulating the image. My time decreased at 240 degre es to 360 degrees. For example: Normal: Zero = . 57 sec. 180 degrees = 1. 70 sec 360 = . 56 sec Backward: Zero = . 85 sec 180 degrees = 1. 40 sec 360 = . 85sec †¢ After comparing the graphs of your results and the results of the Cooper & Shepard (1973) study, how similar are the two graphs?Did your results show a clear increase in reaction time as the ori- entation moved away from the vertical? Did your results show a decrease in reaction time as the orientation moved from 180 degrees back to the vertical? My graph was considerably similar. There was an increase in reaction time as the letter moved away from the vertical shape. My graph showed a heightened response time when the rotation reached 180 degrees and decreased as the letter returned back to its vertical shape mimicking my time for zero and sixty degrees.

Liberal arts and counseling

Another important skill that is in application in counseling is writing. This can be described as the presentation of thoughts and ideas in textual medium which is quite different from illustration.Every aspect of academics employs this skill and therefore they is no way we can have counseling without writing. Writing is very important because during counseling sessions, notes should be taken because in the end, you will use those notes in deducing your verdict.Writing skills here are very important because the notes taken have to take a certain logical order. Notes well taken in previous sessions can be used in various ways like in researches especially when a particular problem is recurring and no permanent solution is forthcoming (Chen, Noosbond, & Bruce, 1998).Research done in counseling field is based on those notes that is taken or gotten from clients therefore the format of writing and how it is done is very important. This writing is not important to the counselor only but so metimes communication between the counselor and counselee may be through writing because of barriers in verbal communication.The goodness of this is that it tries to personify the problem and create two entities. This makes analyzing the problem easier because you can look at the problem alone and the counselee alone thereby studying the two entities separately and then combining your findings so that you can give a clinical and professional solution to the problem (Tomm, 1989).Writing option is a very effective method of counseling especially with the adolescents that are shy in expressing themselves and it exploits strength based approach not neglecting the cultural aspects of the society. This is essential in setting up individual paces because traditionally the adolescent is usually at a slower pace than the counselor.When the pace is set up, it builds up confidence on the part of the adolescent thereby speeding up the whole process and making drawing of conclusions easy. Howeve r, the writing method may not be applicable to all adolescents especially those that are poor in writing skills (Tomm, 1989).The above liberal arts skills are phenomenal in effective counseling. They rely on one another such that it is almost like a mandatory requirement to have them or at least consider them before advancement of career in counseling.Humanity study comes naturally despite it being included in most curricular in university studies. Oral expression is learnt especially when one is involved in literature studies where poetry is involved. The writing skill covers the other skills since after all is said and done; one has to put down something.Writing is important in keeping records and conducting the counseling itself because sometimes it is a means of communicating with the clients. Contribution of liberal arts to counseling is immense almost making the two disciplines one because of interdependence on one another.ReferenceChen, M., Noosbond, J. P., & Bruce, M. A. (19 98). Therapeutic document in group counseling:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An active change agent. Journal of Counseling and Development, 76, (2).404-411.Fristad, M. A., Gavazzi, S. M., & Soldano, K. W. (1999). Naming the enemy: Learning to   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   differentiate mood disorder mood disorder   symptoms† from the â€Å"self† that experiences   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   them. Journal of Family Psychotherapy, 10, (9). 81-88.Hall, A. S., & Jugovic, H. J. (1997). Adolescents' self-determination: Assuming competency,.   Ã‚   Journal of Mental Health Counseling, 19, (6): 256-267Tomm, K. (1989). Externalizing the problem and internalizing the personal agency. Journal of    Strategic and Systemic Therapies, 8, (10).54-59Zimmerman, T. S., & Shepherd, S. D. (1993). Externalizing the problem of bulimia:     Ã‚  Ã‚  Ã‚  Ã‚   Conversation, drawing, and letter writing in group therapy. Journal of Systemic   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚   Therapies, 12, (1). 22-31.

Herbs and Aphrodisiacs essays

Herbs and Aphrodisiacs essays For centuries, men and women have actively sought after intimacy and sensuality to share with one another. Through the desire to please oneself and ones partner, people continue to seek after drugs and techniques that may enhance their sex lives. Both natural and man-made substances have been found to serve as aphrodisiacs. Among these herbs and substances there are a variety of practices, which may be performed in order to stimulate both the body and mind. Through our five senses, humans are continuously turned on and off when encountering everyday smells, tastes, sounds, fabrics, and visions. These aphrodisiacs are used as both an enhancement of ones sex life and as an emotional turn on. The definition of an aphrodisiac, according to the Oxford Dictionary, is an exciting sexual desire or activity, named after the Greek goddess of love and beauty, Aphrodite. According to Theresa Crenshaw, ...love, however you define it, seems to be the best aphrodisiac of all. Everyones definition of love is different. What turns one on varies amongst each individual. An aphrodisiac can be found in an endless number of forms. Sexual arousal comes from physical, emotional, and even imaginable stimulation. A number of surveys have been conducted in order to research and study the sexual practices of our humanity. From my own personal experience and observation, I have had the pleasure of personally surveying and organizing discussions with groups of men and women about aphrodisiacs. Females tended to lean more toward their emotional side. Women, especially, need to feel confident and emotionally secure in order to feel fully sexually aroused. All of my girl friends are more physically satisfied when they are emotionally satisfied. Therefore, their turn-ons include romantic gestures and loyal dedication as primary stimulation. Then, they look toward the lips and the hands and the body language. Her pa...

Doubt by John Patrick Shanley Essays - English-language Films, Doubt

Doubt by John Patrick Shanley Essays - English-language Films, Doubt Introduction Topic sentence: Doubt by John Patrick Shanley In the pursuit of wrongdoing, one steps away from God. Of course, theres a price. The quote means that in order to find someone guilty of sin, one might have to disobey God to get achieve that goal. Thesis: Body Paragraphs Sister Aloysius steps away from god in running her school and to attempt to confirm her suspicions about Father Flynn a.Gossips about Father Flynn with other nuns In the film, all the nuns are sitting at the table eating dinner. Sister Aloysius talks about to her suspicions of Father Flynn following his sermon to them. Symbolism: the nuns are eating simple meals and are quiet at the dinner table. b.Lies to father Flynn to try to get him to confess his sins. She didnt actually call his old school. This morning, before I spoke with Mrs. Muller, I took the precaution of calling the last parish to which you were assigned (53) c.Steals kids radio and uses it for her own pleasure Look at how tiny theyre making them now. I confiscated it from one of the students and now I cant stop using it. d.She admitted that she is taking a step away from God. In the pursuit of wrongdoing, one steps away from God. Of course theres a price (58) Sister James But its so unsettling to look at things and people with suspicion. It feels as if Im less close to God (20).

70 Idioms with Heart

70 Idioms with Heart 70 Idioms with Heart 70 Idioms with Heart By Mark Nichol Idioms that refer to what is the fanciful seat of our emotions as well as the factual core of our circulatory system are understandably numerous. Here’s a list of phrases and expressions that include heart and, for the most part, pertain to human feelings. 1. a big heart: said of someone kind and loving 2. after my own heart: said of someone with similar preferences or values 3. a heart of gold: see â€Å"a big heart† 4. a heart of stone: said of someone without sympathy 5. all heart: see â€Å"a big heart†; sometimes used sarcastically to mean the opposite 6. at heart: basically 7. bare (one’s) heart: share one’s feelings or thoughts 8. bleeding heart: said of someone who is conspicuously or excessively generous 9. break (one’s) heart: cause someone emotional distress 10. by heart: from memory 11–13. capture/steal/win (one’s) heart: make someone fall in love with one 14–16. close/dear/near to (one’s) heart: loved or valued by someone 17. cross my heart: said as an oath to assert one’s honesty 18. didn’t have the heart: said when one cannot summon the will to do something hurtful 19. do (one’s) heart good: said about something that will be beneficial to someone 20. eat your heart out: said mockingly to someone expressing the desire for them to suffer; usually facetious 21. faint of heart: lacking courage 22–23. find a way into/to (one’s) heart: cause someone to fall in love with one 24. find it in (one’s) heart: have the compassion or courage to do something 25. follow (one’s) heart: do what one loves rather than what is expected of one 26. from the heart: with sincerity 27–28. gladden the/(one’s) heart: make someone happy or gratified 29. harden (one’s) heart: become callous 30. have (one’s) heart set on: be obsessed with obtaining 31. have (one’s) (best) interests at heart: be doing something for someone else’s benefit 32. heart goes out to: said in regard to feeling sympathy for someone 33. heart in (one’s) mouth: said of someone who has strong emotions about someone or something 34. heart is in the right place: said of someone well intentioned 35. heart of the matter: essence 36. hearts and minds: said in reference to persuading rather than compelling 37. heart’s desire: what one wishes deeply for 38. heart skips a beat: said of someone excited, frightened, or surprised 39. heavy heart: sadness 40–41. from the bottom/depths of (one’s) heart: profoundly 42. in (one’s) heart of hearts: if one’s true feelings or thoughts were known 43. know (one’s) heart: be aware of one’s true feelings 44. lose heart: become discouraged 45–46. matters/affairs of the heart: said of something pertaining to a love affair 47. melt (one’s) heart: cause someone to experience uncontrollable emotions 48. nearly gave (one) a heart attack: caused someone to feel anxiety or fear 49. (one’s) heart bleeds for: one is sympathetic 50. (one’s) heart is knocking: said of someone excited or nervous 51. (one’s) heart is not in: one does not feel a commitment to or an interest in 52. (one’s) heart leaps: one is excited 53. (one’s) heart melts: see â€Å"melt someone’s heart† 54. (one’s) heart sinks: one becomes discouraged 55. open (one’s) heart: show generosity or kindness 56–57. out of the goodness/kindness of (one’s) heart: because of generosity or goodwill 58. pour (one’s) heart/soul out: see â€Å"bare (one’s) heart† 59. put (one’s) heart into: do something with conviction or enthusiasm 60. sick at heart: discouraged 61–62. strike fear into (one’s) heart/into the heart of (one): cause someone to be afraid 63. take heart: be encouraged 64. take (something) to heart: be affected by something 65. to (one’s) heart’s content: to the extent one desires 66. warm (one’s)/the cockles of (one’s) heart: cause someone to feel positive emotion 67. wear (one’s) heart on (one’s) sleeve: openly show one’s emotions 68. with a sinking heart: said of someone who becomes discouraged or hopeless 69. with all (one’s) heart: with great enthusiasm 70. young at heart: youthful Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Masters Degree or Master's Degree?Anyone vs. EveryoneHow to Treat Names of Groups and Organizations

Entering The Discussion Essay Example | Topics and Well Written Essays - 1250 words

Entering The Discussion - Essay Example Perry Thomas commented that Romney misinterpreted the need for teachers; this is because he meant to profit private businesses through the use of prison labor rather than union workers. Another comment used an example of an advertisement Syracuse Cultural Workers group, an economically able person grabs a cookie when one of the group’s worker approaches a plate of twelve cookies. He later remarks that union people want to take away the workers cookies. A reply to this is by other commentators is that they do not want job losses but rather fewer jobs and less costs. To further reinforce the idea that businesses dealing with the federal government get unfair tax exemptions and privileges one commentator quotes General dynamics, which pays minimal property taxes. Further comments disapprove of the intrusion of government into the business sector. Opinions on the role of the government officials appear divided; the debate takes a political angle. On one hand, some commentators view most government offices as wasteful and unnecessary; they disproportionately disapprove of the Democratic Party of president Obama. Others hold the view that Romney is a political insider whose attacks on government are dishonest since it is aimed at gaining political mileage. The blog postings further delve into Mitt Romney’s record in business dealings where it is alleged that he is a ruthless businessman. This thought emanates from his business undertakings in which he bought under performing companies and fired many workers. Those supporting this opinion suggest his only target is to enrich investors, including himself. It is argued that Romney’s comments on the need for less government workers ought not to come as a surprise; it shows his consistent behavior of little regard for workers plight. With political inclinations taking center stage, accusations

Womens Studies Technology of Gender Essay Example | Topics and Well Written Essays - 1500 words

Womens Studies Technology of Gender - Essay Example In most of the earlier technologies, most of the software part is in making the hardware work to the advantage of the user. For instance, car is a major technology achievement; every automobile is. However, in the earlier days, cranking the car, starting it up and driving it safely; all these were expected as knowledge for the person who drives the car. In other words, this is the software that is expected out of the user to make use of the hardware that is called the car. So is the case with most of the technologies today. More and more products in the technology front would mean that the person who makes use of it has to be technology savvy and applies more technology to run or make use of the 'technological' hardware. This is more so, in the case of those objects specifically made for the women. The technology employed for those gadgets exclusively used by the women has grown in their dimensions and so is the software part for that gadget as well. The feminine technologies drive at making the right kind of gadget for the women in the form and manner best suited for them and their operation (McGraw 20) . A car is not designed for a woman. It is made for a man and given to women to make use of! However, there are specific devices and gadgets that a... We will also analyse the extent to which feminine technology and the technology of genders have an impact on the social, political and cultural aspects of our society. Hip Hugger Laundry Basket The hip hugger laundry basket is not a 'great' invention but addresses the need of a woman at home. The technologies that matter most are employed with the understanding of how the work is done at home. It is supposed for carrying at the hip with one hand and other hand free to hold on to a rail while climbing stairs or for whatever other purpose. This is supposed to be large enough to take care of the normal requirement of a family in holding the clothes. It should be soft on the hip but at the same time hard enough not to break down easily when it is fully loaded. This is not a great requirement from the hardware point of view of the technology. There are a number of soft plastics that could be soft on the hip and be hard enough not to break when loaded. However, the software for using this product is not that easy. It is not easy for, say men, to carry something of this kind on their hips. Only with practice it can be placed appropriately and be carried for on the hips. Additionally, when this is carried for long distances, say up the stairs, the pain in the hips is certainly high. And that is possibly the reason why they have also provided alternate grips on the sides of the basket so that they can be carried with both hands. In which case, they are no better than the other baskets that women have been using all along. The only comforting factor in the hip hugger basket is that it hugs the hip reasonably well and is made ergonomically. This makes the hip hugger what it name claims to be but this is not a full time hip hugger and

A history of the play and the playwright plus a list of works Essay

A history of the play and the playwright plus a list of works referenced - Essay Example He was, in the eyes of the world, an ordinary young man. But he was soon to prove them wrong. Shakespeare came into the picture in 1592, as an actor and dramatist. The exact date of his entrance in the theatrical world is as yet, not known, but it is believed to be the late 1500s. And still, the first published work of the infamous William Shakespeare was seven years after his demise, in the year 1616, a result of the efforts of his companions and colleagues. It was called, The Great Folio of 1623 (Honigmann 1-12). His works were considered classic during his lifetime, but the fame was nothing which came after his demise. Shakespeare’s plays and sonnets mostly followed the genre of tragedy, yet in the later part of his career, he wrote romantics, or tragic comedies. But it was the tragedies that really took place into the hearts and souls of men. He gave authenticity to his tragedies by relating them to real historical instances; however, the plays were not in the exact timeli ne of these instances (Bevington 50-68). His tragedies are renowned for a reason. â€Å"Shakespeare’s language, his insight into the characters, and his dramaturgical inventiveness set his tragedies apart from any else† (McAlindon 1-22). Any exceptional play or book is exalted in the words, â€Å"like a Shakespearean tragedy†. However, no tragedy can ever touch the bar set by Shakespeare. It is that reason that his tragic works became so distinguished. â€Å"A tragedy is an intense exploration of suffering and evil focused on the experience of an exceptional individual, distinguished by rank or character or both† and Shakespeare’s had it and more (McAlindon 1-22). One such Shakespearean Tragedy was the story of Caesar. Shakespeare’s main source for the play is Plutarch's famous biography  The Life of Julius Caesar, written in Greek in the 1st century and translated into English in 1579 by Sir Thomas North. The Tragedy of Julius Caesar was published in the First Folio in 1623; however, it was performed on stage before that. The earliest performance of the play that has been recorded was in Shakespeare’s time. It was held in the Globe Theatre (possibly), on the twenty first of September, 1599 (Ripley 13-14). It was Thomas Platter, a Swiss traveller, who saw and recorded this play which has been the earliest record of The Tragedy of Julius Caesar. According to his memoirs, the play was performed by excellent actors in a â€Å"strewn roof-house† at around 2 o’clock after dinner (Ripley). Shakespeare’s writing on Caesar was not the first, nor was it the last. Many writers wrote before him about the great Caesar, and even more wrote after Shakespeare. Yet none was able to capture the beauty of the story; no one portrayed better the betrayals, the morbid qualities, the desperation and the love in the story. It therefore, became most known as Shakespeare’s tragedy, rather than being known a s one of his numerous works. In fact, among all of Shakespeare’s plays, Caesar stands ninth in theatrical popularity; Macbeth, Othello Hamlet and such preceding it (Raffel xvii-xix). Caesar himself appears very few times throughout the play, however. It is the chaos that reigns after his death that captivates the audience. A particularly famous one that I love is the twentieth century production by Orson Welles. George Orson Welles remains one of the most famous of all Hollywood’s directors. He was also a writer and his take on this play

Developing Business Plans. (Quick Take Expresso) Essay

Developing Business Plans. (Quick Take Expresso) - Essay Example The company will be a partnership business with two partners who will manage the regular business activities. Each owner will have share of 50% and assist each other with accounting and back office support. Quick Take Expresso is liable to pay income tax on its gross profits. The owners will have to handle all legal, monetary and managerial duties concerning business. The partnership business structure will help to expand the business (Fair Trading, â€Å"Business Structures†). 2.1 Mission Statement The vision of Quick Take Expresso is to become one of the preferred destinations for coffee and snacks in Bonn. The company will provide good meal experience to the students, travelers and local customers as compared to other competitors. The vision of the cafe is to rapidly increase the profitability so that it can attract potential investors to invest in the business in near future. The marketing and sales strategies of Quick Take Expresso will help to maintain the demand of the products towards customers. The teenage and the adult customer groups will probably enjoy the services and the pleasant environment of Quick Take Expresso. Quick Take Expresso will provide best effort in order to develop an exclusive brand image in the mind of customers where they can properly socialize with the friends in a comfortable and calming environment while enjoying the great tastes of Quick Take Expresso’s products. The motive of the business is to assist the customers so that they can get rid of their daily work and educational strains and to provide piece of mind through great environment, suitable location, welcoming customer service and delicious meals. Quick Take Expresso will reinvest the amount... The vision of Quick Take Expresso is to become one of the preferred destinations for coffee and snacks in Bonn. The company will provide good meal experience to the students, travelers and local customers as compared to other competitors. The vision of the cafà © is to rapidly increase the profitability so that it can attract potential investors to invest in the business in near future. The marketing and sales strategies of Quick Take Expresso will help to maintain the demand of the products towards customers. The teenage and the adult customer groups will probably enjoy the services and the pleasant environment of Quick Take Expresso. Quick Take Expresso will provide best effort in order to develop an exclusive brand image in the mind of customers where they can properly socialize with the friends in a comfortable and calming environment while enjoying the great tastes of Quick Take Expresso’s products. The motive of the business is to assist the customers so that they can get rid of their daily work and educational strains and to provide piece of mind through great environment, suitable location, welcoming customer service and delicious meals. Quick Take Expresso will reinvest the amount of profit for improving the infrastructure of the business and for enhancing the employee satisfaction which can lead to better service and thus better customer satisfaction.

Digestion and Enzymes Assignment Example | Topics and Well Written Essays - 1500 words

Digestion and Enzymes - Assignment Example More protein is additionally required to match the active growth by rapidly dividing cells. At this stage also, there is need to provide sufficient vitamins in general, in order to build a strong immune system. Iron and zinc levels such as in legumes are important to lower risks of allergic reactions. Adolescents equally require more carbohydrates and proteins to match their rapid growth rates and active lifestyles. An increase of calcium and iron intake is recommended for the growing bones. For the females who have started going through their menses, additional iron and fluid intake is highly required to aid in replacement of blood lost during menstruation (Farrell & Nicoteri, 2007, 411). Pregnant women require more than usual iron for efficient oxygen transport in the body, both for the mother’s and baby’s nourishment. Increasing vitamin C intake helps iron absorption from foods. If planning for a pregnancy, 400 micrograms of folate per day is recommended. An increase of daily folate intake to 600 micrograms during actual pregnancy is advised to avoid neural tube defects (like spina bifida). Increase in iodine for normal growth and development of the baby during pregnancy is additionally stressed. For lactating women, an excess of 750-1000 ml a day of fluids is required to reduce the risk of dehydration and constipation as a result of breastfeeding. There basically is an observed increase in recommended nutrient intake for lactating women to provide the nutrients necessary both for the mother’s maintained health and for the optimum nourishment of the baby (Farrell & Nicoteri, 2007, 418). For majority of adults, growth is over as focus now shifts on maintaining good health and active lifestyles. This means low saturated fats, sugars and salts to minimize risks of developing age and weight related diseases such as cardiovascular

The Law of Tort Essay Example | Topics and Well Written Essays - 1750 words - 1

The Law of Tort - Essay Example This duty applies not only to accountants but also to surveyor’s valuers, actualists and any other professionals whose advice may be formerly sought concerning business transactions or any other action requiring their expertise. After this landmark case, Hedley Byrne and Co v Heller and Partners [1964] AC 465 case, set the legal precedence for future actions and the rules entitling the claims for negligent misstatements. In this case, it was decided that there must be a special relationship, between the two parties, which is based on the professional skills and judgment of the defendant and reliance on these by the plaintiff. According to Hedley, a special or fiducially relationship would have to be proven before the duty of care could be recognized, thus, the advisor must have special skills which the client relied on in the transactions (Morgan 2009). In Edwin Evans and Sons [1982] QB 438 a valuer neglected to sufficiently carry out the survey of a house and the costs of repairs for this house were more than the properties’ value the court determined there was indeed a breach of duty since the surveyors professional advice had resulted in losses for the client (Heining 2012). This is because legally, the document of a contract implies obligations on both parties, in this case, the surveyor was paid, thus the client fulfilled his side but in their doing substandard work, they violated the contract opening themselves to action (Gergen 2011). Hence, the advising individual must be in possession of special skills in relation to the nature of they advise give, for instance, if one is to advice on road construction, they must be a licensed civil engineer and this must be proven before the duties can come into effect. In instances where one give advice in the professional capacity or has the recipient of the advice, believe they are in possession of expertise in the relevant field, they will be held responsible for any resultant losses, or detriments in property value (Gergen 2011).  Ã‚  

Digestion and Enzymes Assignment Example | Topics and Well Written Essays - 1500 words

Digestion and Enzymes - Assignment Example More protein is additionally required to match the active growth by rapidly dividing cells. At this stage also, there is need to provide sufficient vitamins in general, in order to build a strong immune system. Iron and zinc levels such as in legumes are important to lower risks of allergic reactions. Adolescents equally require more carbohydrates and proteins to match their rapid growth rates and active lifestyles. An increase of calcium and iron intake is recommended for the growing bones. For the females who have started going through their menses, additional iron and fluid intake is highly required to aid in replacement of blood lost during menstruation (Farrell & Nicoteri, 2007, 411). Pregnant women require more than usual iron for efficient oxygen transport in the body, both for the mother’s and baby’s nourishment. Increasing vitamin C intake helps iron absorption from foods. If planning for a pregnancy, 400 micrograms of folate per day is recommended. An increase of daily folate intake to 600 micrograms during actual pregnancy is advised to avoid neural tube defects (like spina bifida). Increase in iodine for normal growth and development of the baby during pregnancy is additionally stressed. For lactating women, an excess of 750-1000 ml a day of fluids is required to reduce the risk of dehydration and constipation as a result of breastfeeding. There basically is an observed increase in recommended nutrient intake for lactating women to provide the nutrients necessary both for the mother’s maintained health and for the optimum nourishment of the baby (Farrell & Nicoteri, 2007, 418). For majority of adults, growth is over as focus now shifts on maintaining good health and active lifestyles. This means low saturated fats, sugars and salts to minimize risks of developing age and weight related diseases such as cardiovascular

Why Did the United States Enter World War One Essay Example for Free

Why Did the United States Enter World War One Essay The industrial era had many effects, not the least of which was plunging the world into world war. One must consider the relationship between eras and events as a student of history. The industrial era created a perceived need in America for raw materials and markets for goods. The United States was not alone in this desire for expansion. All the industrial nations were in open competition to develop vast empires that would provide them with the fuel to run the factories of industrialism. This imperialist competition led to tension and the creation of vast armies. The willingness to use these armies was known as militarism. In order to feel safe (there was a pretty fair degree of paranoia as you can imagine) nations began to sign secret treaties formingalliances and Europe was divided into an armed camp. Tension was high, the subjugation (taking over) of other nations led to feelings of nationalism that would eventually light the spark that would explode Europe into the flames of conflict. The causes of World War One as discussed above can be summarized by the following acronym as a mnemonic device: A- Alliance: European nations signed secret treaties that created a system of alliances pitting nation versus nation. N Nationalism: There were intense feelings of nationalism on the part of subjugated nationalities. These feelings would eventually lead to rash acts. I Imperialism: Competition to develop vast empires caused tension and conflict. M Militarism: Nations built huge armies to defend themselves and help to gain these empires. It was a natural feeling for them to want to use these militaries. A Anarchy: There was no international organization to help them deal with their problems. L Leadership: It was poor. Just look at the system they set upquite poor indeed. These were the conditions facing Europe as a crisis emerged in the Balkans. The Archduke of Austria Hungary, a traditional power, was touring the nation of Serbia. Meanwhile Bosnian nationalists desiring freedom from Serbia plotted to assassinate the Archduke. Gabriel Principe, a member of the Black Hand, the aforementioned Bosnian nationalist group, shot and killed Franz Ferdinand on June 28th 1914. Austria Hungary blamed the Serbian government for the assassination of the  Archduke and issued an ultimatum (demands). The Serbians agreed to all but two of the demands, one of which was the placement of Austro Hungarian troops within Serbia. The Serbians appealed to Russia for support and Russia as the protector of the Slavs agreed to support Serbia. Meanwhile the Austro Hungarians still wanting revenge and fearing Russia secured the support of their traditional ally, Germany. In a famous decision Germany issued what has become know as Carte Blanche, of blank check, to Austria Hungary. This unqualified military support from Germany made Austria Hungary rather confident that Russia would not attack. At this point the Austro Hungarians declared war on Serbia. In response to the declaration of war Russia mobilized her military forces. Perhaps it was a bit of saber rattling, perhaps not. Regardless Germany demanded Russia demobilize its army. When Russia refused Germany attacked Russia. The effect of the war on the Russian front were devastating. The Russians were ill prepared for war and lost millions of men. In the end the Czars refusal to exit the war cost him his throne as the Bolsheviks (Communists) revolted in 1917 overthrowing Czar Nicholas II. When the Russians were attacked by Germany, France was obligated to declare war on Germany as a result of a treaty she had signed with Russia. The Germans attacked France by marching through Belgium. The Belgians who did not give Germany permission to do this now were in a state of war with Germany as well. The most important byproduct of this was the fact that England had a treaty with Belgium! Now England was obligated to declare war on Germany as well. Italy, which had a treaty with Germany switched sides so that she might gain territory from Austria Hungary (A gamble that more or less worked) and the Ottoman Empire entered the war on behalf to the Austro Hungarians (they wanted to gain territory from the Russians and gain control in the Balkan region). Now most of Europe was engulfed in war. In the end the Triple Entente (England, France and Russia later to be joined by Italy, the United States and Japan) defeated the Triple Alliance (Germany, Austria Hungary and the Ottoman Empire). The conflict which was long and bloody was marked by trench warfare and the use of chemical weapons. It was fought mostly in French territory. At the conclusion of  hostilities Germany was still in French territory but it was relatively clear that the combined industrial might of the Triple Entente would prevail. In actuality the influence of the United States is questionable. Germany hoped to negotiate a favorable treaty but as we shall see this was not to be the case. The Treaty of Versailles was signed ending the war and blaming Germany for the entire conflict. This blame and the consequent punishment set the stage for years of resentment and another world war, something American President Woodrow Wilson had hoped to avoid. So, what did all this have to do with America and why did we enter World War One? Most Americans favored staying out of the conflict and President Wilson publicly and formally stated that the United States would follow a policy of neutrality. In three short years, however, the United States would find itself in the middle of what later became known as the first World War. As the war in Europe raged on America sympathies were clearly on the side of the allies. American propaganda posters urged citizens to buy war bonds and support the allies. The Kaiser and Germans were painted as the aggressors in the war. True or not Americans came to see Germany as vicious and blood thirsty. The poster below was used by the US Army in 1917 to recruit soldiers. Notice how the Germans are pictured? This is a clear example of anti German propaganda. When the war began England enforced a naval blockade of Germany in the hopes of cutting off supplies. Germany responded by unleashing the U Boats. U Boats were submarines capable of staying submerged for long periods of time. They would sneak up upon their victims, often at night, an torpedo them. The Germans did not limit their attacks to military vessels. Any ship sailing in the war zone was considered an enemy. This became known as unrestricted submarine warfare. On May 7th 1915 the British cruise ship Lusitania was sunk off the coast of England. Over 1,198 passengers including 128 Americans were killed. America was furious at the brutality and demanded a stop to this type of attack. In 1916, after the sinking of the passenger liner Sussex, Germany agreed to end unrestricted submarine warfare in the Sussex pledge. The Sussex pledge only put off the inevitable American entry into the war. America shared acultural bond with England and France. Woodrow Wilson began to actively campaign for Americans to support the allies. Besides being culturally similar England and France  were our trade partners. From 1914 to 1916 trade with the Allies grew from 825 million dollars to 3.2 billion dollars. If the Allies were to lose the war our trade would be threatened. American increasingly saw Germany as the enemy. Germany was a dictatorship fighting against the great democracies of the world and America as a democratic nation felt an obligation to support them. As America became increasingly less neutral, the British government intercepted a message from the German ambassador Zimmerman to the Mexican government. This message termed the Zimmerman Note asked Mexico to attack the United States if war broke out between the U.S. and Germany. The note was turned over to American government a short time later and eventually published in the newspapers. Americans were outraged. Then the Kaiser announced that Germany was going to re initiate the practice of unrestricted submarine warfare violating the Sussex Pledge. Wilson had campaigned for office promising to protect freedom of the seas and now it seemed he had little choice. He had to ask Congress to declare war. Many Americans still wanted to stay out of Europes war and there was much debate in Congress. Wilson closed his speech to Congress by saying it is a fearful thing to lead this great peaceful people into war But the right is more precious then peace and we shall fight for the things which we have always carried in our hearts. On April 6, 1917, by a vote of 82 to 6 in the Senate and 373 to 50 in the House of Representatives, the United States of America declared war on Germany. Wilson strongly believed that the American system would save the world, meaning: 1. American economic goods 2. Americas democratic political structure 3. Americas blend of morality and Christianity Wilson stated: When properly directed, there are no people in the world not fitted for self-government. Note the caveat, when properly directed. Wilson saw the U.S. as the rightful and natural director. He was determined to provide that direction in a framework where morality, democracy and economics were closely related. Wilson believed that other nations of the world had to look to the U.S. as an example, at the same time America was dependent on the rest of the world, mostly for economic markets. The world market must act as the new frontier for the American system. Wilson was determined to direct the affairs of other nations so that they could eventually achieve self-government, as long as this government was based on the American model, and he was even more willing to intervene in other countries than Roosevelt. For instance, he sent U.S. troops to Mexico to intervene in their civil war (1913-1917). When World War I broke out in Europe in 1914, Wilson tried to keep the U.S. neutral, but Germany repeatedly violated Americas neutral status. When America finally entered the war in 1917 it was because, as Wilson stated, The world must be made safe for democracy.

Treatment of Juveniles in the US Criminal Justice System

Treatment of Juveniles in the US Criminal Justice System The juvenile court system was created specifically to deal with children and was established in Chicago over one hundred years ago. It was developed and it created a separate juvenile justice system nationwide. Today juvenile courts are responsible for dealing with children who are accused of committing two types of offenses: status offenses, which are violations of laws with which only children can be charged (e.g., running away from home); and delinquency offenses, which are acts committed by a child which, if committed by an adult, could result in criminal prosecution. Prior to the Progressive Era however, child offenders over the age of seven were imprisoned with adults and such actions had been the model historically. The actions of political and social reformers, as well as the research of psychologists in the 18th and 19th centuries, began a shift in societys views on juvenile delinquents. Early reformers who were interested in rehabilitating rather than punishing children built the New York House of Refuge in 1824. The reformatory housed juveniles who earlier would have been placed in adult jails. Beginning in 1899, individual states took note of the problem of youth incarceration and began establishing similar youth reform homes. Such early changes to the justice system were made under a new found belief that society had a responsibility to recover the lives of its young offenders before they became immersed in the criminal activity they were taking part in. The juvenile justice system exercised its authority within a parens patriae (state as parent or guardian) role. The state assumed the responsibility of parenting the children until they began to demonstrate positive changes, or became adults. At this point youth were no longer tried as adult offenders. Their cases were heard in a somewhat informal court designed for juveniles, often without the assistance of attorneys. Extenuating evidence, outside of the legal facts surrounding the crime or delinquent behavior, was taken into consideration by the judge. Early reform houses were, in many ways, similar to orphanages. The criminal justice system dates back to oldest known codified law, which is known as the Code of Hammurabi. It was established in 1760 BC in ancient Mesopotamia. Laws have been handed down by many different organizations threw out history. For example, in ancient Rome, laws had to be voted on by a Senate before taking effect. In the modern world, laws are typically created and enforced by governments. Within the realm of codified law, there are generally two forms of law that the courts are concerned with. Civil laws are rules and regulations which govern transactions and grievances between individual citizens. Criminal law is concerned with actions which are dangerous or harmful to society as a whole, in which prosecution is pursued not by an individual but rather by the state. The purpose of criminal law is to provide the specific definition of what constitutes a crime and to prescribe punishments for committing such a crime. No criminal law can be valid unless it includes both o f these factors. The subject of criminal justice is, of course, primarily concerned with the enforcement of criminal law. Although both courts have different objectives we know that the juvenile courts main focus is to rehabilitate and the adult court system acts as a more punitive, retributive court. We will proceed to discuss all things related to the juvenile court. The juvenile court process begins with an allegation that a crime has been committed. Next, an arrest can be made based upon allegations. When a juvenile is arrested, just like everything else, the officer must have more than a mere suspicion, there must be probable cause. In some states, police are required to notify a probation officer or other official designated by the juvenile court: in other states, police are required to notify only the childs parents. When a juvenile is arrested s/he is taken to the police station or JAC (Juvenile Assessment Center) for initial screening, after that, the officer then makes a decision whether to terminate the case, divert it to an alternative program, or refer it to juvenile court for formal intake . Intake procedures are designed to screen out cases that do not warrant a formal court hearing. Within 24 hours, there will be a detention hearing (petition). Within the following months ahead there will an arraignment (information), case disposition (discovery), and calendar call (status check). Once all the previous steps have been completed, there will be an adjudicatory hearing (court determines if allegations are supported by evidence) then a disposition (sentencing) and possibly an appeal. Although children have been denied their constitutional protection for the first sixty-seven years of the juvenile court, we are aware that during that time, children were arrested, tried, adjudicated (not convicted), and given a disposition (not a punitive sentence) on the basis of parens patriae. Parens patriae is defined as the power of the state to act on behalf of the child and to provide care and protection equivalent to that of a parent. Throughout the process, the juvenile court system was guided by a rehabilitation philosophy by which the purpose of the court was therapeutic rather than punitive. However, over time, the use of the parens patriae doctrine without constitutional safeguards led to arbitrary treatment for many juvenile offenders. Nowhere was the absence of due process more evident and more problematic than in two cases that found their way to the U.S. Supreme Court. The two cases, Kent v. United States and In re Gault, were characterized by such constitutional flaws that the Supreme Court decided it was finally time to rule on whether juveniles were entitled to due process protections. We will discuss these two very important cases after we discuss the important elements to be considered when going through the court process. A very important element to be considered is the seriousness of the childs offence. Undoubtedly lesser offenses may involve informal hearings, adjudication, and probation supervision and is frequently administered at the intake level, without referral to a judge. If a child has been referred on a minor charge, and the intake worker determines that a court intervention is not necessary but feels the child needs to be impressed with the seriousness of his or her actions, the worker may lecture the child and make the warning more impressive. The child may be taken before a judge for a strict reprimand. If it has been decided the child will be submitted to a formal court hearing, a petition is filed. The petition tells exactly what delinquent act was committed and notifies the child of the claims made about his or her misconduct. This petition operates the same way an indictment would for an adult. The Supreme Court in its final decision claims that a jury trial is an adult right that is not essential in juvenile proceedings, and also stated that a jury trial in any case does not ensure competence and fact-finding function of the proceedings. Juveniles do get everything else the Constitution provides, double jeopardy, and even at one point the death penalty. In 1998 there were 73 people on death row who had committed their offenses while under the age of 18. The Court decided it was unconstitutional to execute a juvenile under the age of 16, and the reasoning for that is because 16 years of age is generally recognized as the age separating childhood from adulthood. In most states, this is the age at which minors are legally allowed to take on some adult responsibilities, like driving a car. The need to preserve an orderly society has been a major concern throughout our nations history. Ever since there were correctional institutions for juveniles, they have been filled to capac ity. The criminal justice system and court systems in general, strive everyday to understand. The right to due process of the law will always remain a big issue for the juvenile court system. Rights such as: The accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district Sixth Amendment. The right of trial by jury shall be preserved Seventh Amendment. Also, the jury is to be comprised of ones peers but when a juvenile has a jury trial, the jury is made up of adults, not children. A well known supporter for juveniles getting a fare trial once said: Neither the Fourteenth Amendment nor the Bill of Rights is for adults only. In 1971, the issue of whether juveniles had a right to a jury trial was reviewed by the Supreme Court in McKeiver v Pennsylvania. It was argued that if children were subject to the same incarceration as adults, and our Constitutional rights to a jury trial was for everyone also, children should get the same rights as adults. The Court did not agree, but they were aware of the imperfections in the juvenile court system. They also agreed that children should be allowed informal protective proceeding. In the end, the Court agreed that additional adult rights would be entered into the proceedings, but it had to be done with great caution. The adult court process starts with an allegation that a crime has been committed followed by an arrest based upon the allegation where the adult will be taken to county jail. Within the next 24 hours, the adult will make their first appearance (bail) where the formal charges will be brought forth to them. The adult will then be arraigned (information), have a case disposition (discovery), and a calendar call (status check). Upon the completion of those steps, there will be a trial (states burden to prove reason beyond a reasonable doubt) and depending on the outcome there can be an appeal. In the juvenile court, the terminology referring to the situation that has occurred is known otherwise as an act of delinquency and in the adult court the term crime is used. Another difference is the way in which the juvenile offenders background is taken into consideration. For instance, the juveniles academic record and family background are taken into consideration for the case. This is not true in the case of the adult. Adults do not receive this special consideration when they are in front of the judge. The criminal justice systems for adults and juveniles are different in many significant ways. Their differences vary from state to state. In general, juveniles are not prosecuted for committing crimes, but rather delinquent acts. When the delinquent acts are very serious, they may be considered crimes and the juvenile may be tried in the adult system. Juveniles dont have a right to a public trial by jury. For a juvenile charged with a crime, the trial portion of the case involves a judge hearing evidence and ruling on whether or not the minor is delinquent. This is called an adjudication hearing. Once the juvenile has been deemed delinquent, the court will determine what action should be taken. This stage differs from the adult system in the purpose of the action. In the adult system, the goal is to punish. In the juvenile system, on the other hand, the goal is to rehabilitate and serve the minors best interest. Juvenile courts are often more informal than those for adults. For examp le, rules about the admissibility of evidence may be more lenient. Even though the juvenile and adult criminal justice systems have significant differences, there are also many similarities between the two. Most importantly, individuals in both systems retain many of the same rights. These include these rights: (1) The right to an attorney, (2) The right to confront and cross-examine witnesses, (3) The privilege against self-incrimination, (4) The right to notice of the charges, and (5) The prosecution must provide proof beyond a reasonable doubt before a person can be convicted. The juvenile courts tend to focus on the individualized rehabilitation of the offender. The adult courts tend to focus on the expression of the communitys disapproval for the illegal behavior with an appropriate amount of punishment for every conviction. It is interesting that when offenders are in the adult courts that we no longer take into consideration their backgrounds or special circumstances. It seems that as a society, we tend to try and protect our children regardless of their actions. Adults are treated in a much different fashion since there is a level of understanding that we expect. The juvenile court has many steps that the adult courts do not have. The juvenile courts begin with the term of delinquent, and the act is referred to as a delinquent act. In the case of the adult, the person is known as a criminal who committed a crime. It would seem that there is severe labeling from the beginning of the case. To clarify the term labeling, it can be described as a common occurrence in our lives. When children are referred to as delinquents or adults are called criminals for their actions, this is an example of labeling. The idea of the juvenile justice system rests on the fact that children are developmentally different from adults and thus are more prone to reach to treatment and rehabilitation. The juvenile justice process centers on the individual child and takes into account the childs problems and needs, focusing less on punishment and more on helping the child to change and so minimize the likelihood of future criminal behavior. During the past ten years there has been a fear of juvenile crime and even more recently we have seen a much bigger spike within juveniles for more heinous crimes. Such cases as the burning of the 15 year old boy in Broward County, the rape of a Bay Area California teen during a school dance while more than 20 witnesses watched the gang rape and cases near home such as the fatal stabbing of a Coral Gables high school student. Cases such as these provide for the idea that state legislatures and the federal government will increasingly turn to the more punitive adult mod el, requiring that even pre-teen children in some instances be treated as if they were equal in culpability and understanding to adults who commit similar crimes. Although there may be in fact a pendulum swing with the juvenile justice system the underlying rationales of the juvenile court system are that youth are developmentally different from adults and that their behavior is accepting. Rehabilitation and treatment, in addition to community protection, are considered to be primary and feasible goals. Limitations are placed on public access to juvenile records because of the belief that juvenile offenders can be successfully rehabilitated, and in order to avoid their unnecessary stigmatization most files are only disclosed to government agencies when necessary. Court proceedings may be confidential to protect the privacy of the juvenile. The juvenile justice system follows a psychological casework approach, taking into account a detailed assessment of the youths history in order to meet his or her specific needs. The juvenile offender faces a hearing, rather than a trial, which incorporates his social history as well as legal factors. Law enforcement has the option of preventative detention, which is detaining a youth for his own protection or the communitys protection. Not all states afford juveniles the right to a jury trial. A juvenile offender is judged delinquent rather than guilty. Because of the individualized nature of the juvenile justice system, sentencing varies and may cover a wide range of community-based and residential options. The disposition is based on the individuals offense history and the severity of the offense, and includes a significant rehabilitation component. The disposition can be for an unspecified period of time; the court can send a youth to a certain facility or program until it is det ermined he or she is rehabilitated, or until h/she reaches the age of majority. The disposition may also include a restitution component and can be directed at people other than the offender, for example his parents. Parole combines surveillance with activities to reintegrate the juvenile into the community. On the contrary, in the criminal justice system rehabilitation is not a primary goal. The goal of the criminal justice system is to operate under sanctions and be proportional to the offense. In the criminal justice system deterrence is seen as a successful outcome of punishment. Unlike in the juvenile court system, all criminal records have open public access and all court proceedings are open to the public. Defendants in the criminal justice system are put on trial and this is based on the gathering of information and legal facts. Defendants have the right to apply for bond or bail; however, this is never guaranteed and only the judge can grant this. Defendants are entitled to a jury trial which is a constitutional right. If a defendant is found innocent or guilty, depending on the verdict they may be incarcerated and sentenced to a specified period of time which is determined by the severity of the offense. Parole is primarily based on surveillance and monitoring of illicit behavi or. Often times whenever a very severe crime is committed by a juvenile; such as a murder or gang related acts, they are tried as adults. Beginning about 35 years ago, increases in violent juvenile crime permitted judges to transfer juveniles to adult criminal courts. No national data exist on the number of juvenile offenders prosecuted as adults. Juvenile court is a special court or department of a trial court which deals with under-age defendants charged with crimes or who are neglected or out of the control of their parents. The normal age of these defendants is under 18, but juvenile court does not have jurisdiction in cases in which minors are charged as adults. The procedure in juvenile court is not always adversarial, although the minor is entitled to legal representation by a lawyer. Parents or social workers and probation officers may be involved in the process to achieve positive results and save the minor from involvement in future crimes. However, serious crimes and repeated offenses can result in sentencing juvenile offenders to prison, with transfer to state prison upon reaching adulthood with limited maximum sentences, often up until the age of 21. Where parental neglect or loss of control is a problem, the juvenile court may seek out foster homes for the juvenile, treating the child as a ward of the court. The Juvenile Court handles case of delinquency and dependency. Delinquency refers to crimes committed by minors, and dependency includes cases where a non-parental person is chosen to care for a minor. Now that we have a better understanding of the juvenile court process and procedures, we will review two very important cases dealing with juveniles and their due process laws. The Kent case concerned the transfer of a juvenile from the jurisdiction of the juvenile court to the adult criminal justice system. The juvenile justice system recognized that certain forms of criminal conduct require that children be tried as adults in the adult criminal justice rather than the juvenile system. Thus, most jurisdictions had statues by which certain juveniles would be removed from the juvenile justice system. There were two basic methods: (1) Some states used a waiver or transfer hearing; and (2) some states excluded certain offenses from the juvenile courts jurisdiction. Because of the nature and effect of the waiver decision on the child in terms of status and disposition, the U.S. Supreme Court used the Kent case to consider procedural protections for juveniles in the waiver process. The Supreme Court ruled that the waiver proceeding was a critically important stage in the juvenile process and that juveniles must be afforded minimum requirements of due process of law at such proceedings. As stated by Larry J. Siegel and Paul E. Tracy in the book Juvenile Law, the In re Gault case concerned the process by which juvenile courts should give a punitive disposition for a juvenile and expose the child to a possibly long period of incarceration for a relatively minor offense. The Supreme Court ruled that the due process clause of the Fourteenth Amendment required that certain procedural guarantees were essential to the adjudication of delinquency cases. It then specified the nature of due process by indicating that juveniles who have violated a criminal statue and who may be committed to an institution in which their freedom may be curtailed are entitled to: (1) fair notice of charges against them; (2) right to representation by counsel; (3) right to confrontation and cross-examination; and (4) the privilege against self-incrimination. The Gault decision, and particularly the constitutional right of a juvenile to the assistance of counsel, completely altered the juvenile ju stice system. Juveniles in adult prisons face an array of problems because the criminal justice system was not created to rehabilitate, therefore these juveniles are being exposed to harden criminals and are being victimized on a daily basis. Children in adult correctional facilities suffer higher rates of physical and sexual abuse and suicide. Compared to those held in juvenile detention centers, study show that youth held in adult jails are: (1) 7.7 times more likely to commit suicide, (2) 5 times more likely to be sexually assaulted, (3) twice as likely to be beaten by staff, and (4) 50% more likely to be attacked with a weapon. Children in adult facilities, particularly in jails, frequently do not receive the education or other services appropriate to their needs. In many states juveniles are treated the same as adults and are provided the same health, educational and recreational services. Few adult correctional agencies provide special programming developed for this age group and most states do not provide special staff training on handling juvenile offenders. The situation for girls is particularly troublesome as there are so few of them nationally that there will often be only one female under 18 in a particular prison and therefore little likelihood of special services being provided. The move to send more children into the adult criminal justice system is a major rethinking of the traditional view that delinquent children need help to turn their lives around and belong in a system that focuses primarily on rehabilitation rather than punishment. Surprisingly, the nationwide transformation to this more punitive approach is taking place despite the continuing decline in juvenile crime. As the number of juvenile cases heard in criminal court increases, more people involved in the system are recognizing that adult courts are inappropriate and unjust settings for children whose developmental immaturity puts them at a disadvantage at every stage in the system. There is increasing evidence of the long-term and damaging consequences suffered by children who are imprisoned in adult prisons and jails. Furthermore, the imposition of adult punishments, far from deterring crime, actually increases the likelihood that a young person will commit further criminal offenses. The tr ansfer of increasing numbers of children from juvenile to criminal courts is continuing in the face of mounting evidence of the harm it does both to the children and to public safety once again tough on crime politics undermines good public policy. Work Cited Associated Content (May 2006). Juvenile and Adult Courts: A Comparative Analysis. Retrieved February 18, 2010, from http://www.associatedcontent.com/article/31663/juvenile_and_adult_courts_a_comparative.html. LawyerShop. History of Americas Juvenile Justice System. Retrieved February 18, 2010, from http://www.lawyershop.com/practice-areas/criminal-law/juvenile-law/history/. Legal Match. How Does the Juvenile Criminal Justice System Differ From the Adult Justice System. Retrieved February 15, 2010, from http://www.legalmatch.com/law-library/article/juvenile-vs-adult-criminal-system.html. MoneyInstructor. Inside Juvenile Court: How the Criminal Justice System Punishes Todays Juveniles. Retrieved February 15, 2010, from http://www.moneyinstructor.com/doc/juvenilecourt.asp. PBS (1999). Juvenile vs Adult Justice. Retrieved February 23, 2010, from http://www.pbs.org/wgbh/pages/frontline/shows/juvenile/stats/juvvsadult.html. Siegel, Larry J and Tracy, Paul E. (2008). Juvenile Law: A collection of Leading US Supreme Court Cases. Upper Saddle River, NJ: Pearson Education Inc. P 9-52

Sex In History Essay -- Sexuality

As we human beings have changed and evolved over our thousands of years of recorded history, so have our attitudes and expressions of all things sexual. The only thing that hasn't changed much is society's desire to exercise a certain amount of control over an individual's sexual behavior. Whether it be through church or state, educational institutions or popular media of the time, there have been rules and regulations, views and taboos about what we should do sexually, how we should do it, who we should do it with and even how we should think about doing it. Body parts A particular area of interest, naturally, has been the body and specifically those parts that are obviously connected with sex. We've alternately hidden and displayed, worshiped and derided male and female genitalia. In most non-Christian cultures there were gods and goddesses of power and fertility with exaggerated genitals. Some cultures liked penis gods so much they had several; for instance, the ancient Greeks honored Priapus, Dionysus and Hermes. The Egyptians exalted Osiris, Bacchus was the Roman version, and Shiva reigned in India. Penis and, less commonly, vulva worship, were practiced and this was reflected in objects connected with daily living. Vases in classical Greece were decorated with phalluses. In the ruins of Pompeii penis symbols were found just about everywhere, on bowls, lamps and figurines. Pitchers with enormous penis spouts were a unique specialty of the Mochica culture of Peru. The exteriors of medieval Irish churches were adorned with sculptures of Shelah-na-Gig, a vulva icon. In Egypt enormous symbols of penis power Ââ€" the obelisk Ââ€" were erected all over the landscape. Smaller penis symbols in the form of amulets and bracelet... ... modern birth control emerged in Egypt about 300 BC. There they used mechanical and chemical methods that foreshadow modern diaphragms, cervical caps and spermicides. Their versions included lint pads soaked in honey and acacia tips, and crocodile dung compacted with auyt-gum, both to be inserted into the vagina as a barrier to semen. Some Romans of the 4th century decided that the best way to prevent unwanted pregnancy was to diminish a wife's desire for sexual intercourse. Specific methods included: mouse dung liniment; swallowing pigeon droppings mixed with oil and wine; or rubbing her loins with the blood of ticks off a wild black bull. Condoms began to come into their own during the 18th century. They were usually made of sheep gut, or sometimes fish skin, and were originally introduced not for prevention of pregnancy but as a protection against syphilis.

Innovation :: essays research papers

ABSTRACT Innovation is not always successful everywhere unless it meets the requirements of the objectives of learning and teaching at a particular place. Each environment is different from the other. It is not always successful to apply a good innovation from one place to another. In the requirements of all kinds of tests in Viet Nam nowadays which are so much focused on grammar, the needs and interests of learners in learning grammar are very high. Also, there are so many different kinds of learners coming to language centers in Viet Nam to study English for their own purposes. Many of them could take their time to study English intensively while many others take it extensively. They only come to the English classes two or three evenings a week. However, their needs of learning grammar to pass the tests of National Certificates are great. Also, most of learners from high school and secondary schools need grammar background to do well their schoolwork. Therefore, the researcher would like to make an innovation of Grammar Textbooks to meet the requirements of learners’ needs and interests at the 4th Division of Nong Lam University – Center for Foreign Studies in Bien Hoa city. The researcher applied the problem-solving model to do this action rese arch. INTRODUCTION The purpose of this study was to see if the grammar innovation worked well with students at Nong Lam University – Center for Foreign Studies, at the division 4, at Bien Hoa city, and to see if the traditional methods in teaching grammar were still effective in such a place with particular students in this area in Viet Nam. All the grammar courses were designed for the intensive students at Nong Lam University – Center for Foreign Studies. Most students here are university students. They study English for their graduation and for their job interviews. These students take 20 periods each week for their English studies. They spend 12 weeks each course with 240 periods on learning intensive English. Most of the materials are designed for communicative approach. These students have to take 2 courses in order to complete their elementary level of English in order to have enough background to learn TOEFL. During each course, they have 36 periods to work with grammar. In other words, they have totally 72 periods to finish their Basic English Grammar (two courses). The Center has been using the grammar book â€Å"Fundamentals of English Grammar† of Betty Schrampfer Azar.

Is China A World Power?

A world power may be defined as a country, which has great political power, great military, great economy et cetera. The People's Republic of China may have completed some of these criteria itself but it may not be considered a world power as some of the small factors are holding them behind. China may be a big country with large population, which face inequality, corruption, social stability and the Chinese environment that is not very grand for the health and also with it limited supplies and energy. China claims that they are a communist state but they are just capitalist, under their current government. A lot of discrimination is there in the nation. Health for the Chinese isn't very pleasant either for the country lack proper medication care and doctors. China is a capitalist state under the â€Å"SOCIALIST REPUBLIC† government. This has made many things difficult in China such as Human rights, freedom and equality. The Chinese government are very tolerate people as they closed its door towards people, yet they declare an open door policy in the late 70's and 80's which is not true in all cases. The new Chinese settlers have created an alternate society: a Chinese apartheid which, denying Tibetans equal social and economic status in our own land, threatens to finally overwhelm and absorb us. † was quoted by the Dalai Lama in 1991. Groups who fought for political freedom to be heard were jailed without trial and have been forgotten imprisoned. Religious freedom is another problem in China, as religions don't get any freedom. All religions have to be within the communist party (they have to register within the government) and must be loyal to the Mainland. This have caused many affairs with some religion for example Catholicism who is led by the Pope in Rome, China doesn't allow that and they created the Chinese Patriotic Catholic- Association to replace Roman Catholic. Another unfair factor is that religious people aren't allowed to work with the government as they say being openly religious can affect the economy. Other rights that people should have are No child policy where people can have as many babies, so no girls are being abandoned, Labour rights, as people should not have small wages for long hour of work. China also has problems with the whole of African continent as they treated those Africans poorly during the 1990's and in 2005 it still happen as Manfred Nowak (human rights lawyer) visited China to observe the country. He complained the officials for not letting him interview people and say what he want to say, he also said the discrimination can be seen widespread. The economy of the PRC has increased so much during the past 10 years. Their economy is fourth largest in the world. The value of their Gross National Product was 2. 3 trillion in 2006, which is extremely high, but there's one thing we shouldn't be forgetting; they also have the largest population, which average the GDP per capita to roughly i1,000 whilst it's around i25,000 in countries like Ireland, Switzerland and Denmark. As economy in China is rapidly increasing, it's also facing labour shortage, wages demand and less service. Workers are quitting agricultural jobs to get industry job. The wages of worker have been raised to an average of i 55 a month but as Industry increase, pollution increases. China emits 19% of the world CO2 emissions that is a real shame. The Kyoto Protocol does not require China to reduce its emission, as their status is â€Å"Developing Country â€Å"not† Developed. A world health organisation reported that seven out of the ten most polluted are in China. 30% of acid rain falls on the country. It is estimated that 7% of the GDP per annum must be spend to control the environmental problem so far only 1% is spent on this trouble; this show China's lack of environmental concern. Main economic area for China is it's eastern coast where most of their economy rely. This also create another problem, the equality of income isn't same throughout China as it should be, City such as irimqi, Piking, Shanghai, Canton, Shenzhen et cetera receives most of the high income when city such as Lanzhou, Lhasa et cetera receives a lot lesser. Health of the Chinese can be considered as very poor at the moment that they were ranked 144 out of 191 by The World Health Report. The life expectancy for China s of 2006 is 73, this have been a huge improvement since 1950 when it was 32 but can still be considered low compared to countries like Sweden, Switzerland and Japan whose expectancy is over 80. Their infant mortality currently is 23 per thousand people, which aren't very bad compared to others for example Singapore and Japan (2). Health Development Index of the PRC is medium as it stood at 0. 768 as of 2007. As Chinese economy has grown rapidly, health problems also have. Some of the problems they face now are Air pollution (this killed 760,000 people per annum alone), cigarette smokers is also another problem as the number increases each year and Urban youngster can also be overweight as Chinese at average take in 2,940 calories a day (25% more than what Food and Agriculture Organisation suggested). China lacks doctors, 680 people per one doctor doesn't sound too bad but they still need more doctors so that those with sickness could be attended and cared for more. Schizophrenia are suffered 7. 8 million Chinese and only 60% is being cared for properly. Male also outnumber female in China as they have the superstition of boys are better than girls, this leaves hundred of thousands baby girls orphaned. 2. 3 million is the number of the People's Liberation Army, the largest force in the world plus it's 500,000-reserve force. The number have actually decreased from 4 million from 1980 compared to another emerging super power such as India who has an armed force of 1. 3 million from 500,000 in 1960s. Military personnel should not be all that counts but reserves should also be taken into account, China has a reserve force of five hundred thousand compared to Taiwan which has 1. 5 million. The result from 1980 is that their army have decreased twice the number from 1980 (from 120 divisions to 60). The spending on military have also decreased. China can defend itself from foreign occupation and remain a regional status-quo power, but it is not a rising or threatening power† James H. Nolt, 2006 Chinese military use to create it's own weapons but this stopped in 1980's when their weapons were made of the very worst quality and workmanship. An Incident occurred when it sold Thailand and Burma what they claimed to be â€Å"A NEWLY MADE CHINESE FRIGATES† after the delivery both discovered that the vessels were purely rubbish that can't float properly. The Thais later demanded they give them a new one with an empty hull, as they'll modernise it themselves. After all the Chinese military doesn't seemed to be very strong as it's viewed. Professor James H. Nolt even says it can't even beat those of Vietnam, Taiwan or India. Their possession of nuclear weapons may fill them in for the nuclear criterion. They have never launched one before and stated it themselves that they will never use it, this have put them off for being a nation with nuclear power. Resources that China lacks can be a huge problem. It produces 6. tonnes of oil equivalent per capita and it consumes 7. 3, this is a huge problem they found a way to dealt with the way which is not very reliable. In 2004 Wen Jinbao the prime minister offered Russia almost i 6,000,000,000 for energy purchase. China therefore rely on Russia for energy, Russia could use this as a weapon and they did but not to China, In 2005 Vladimir Putin cut off energy supply to Ukraine as it wants higher price for energy. Russia may not be very reliable for this source either. Some of the other things they lack off may be public transportation where there s an average of 2 buses per one thousand people. Some of the children in China still lack education, as 10% of the children under age 15 are literate. With all these weaknesses revealed, does China fit in the definition of â€Å"World Power†: The answer is resounding no. Not now or anywhere in the future like others who say China will someday be a world power. Their current government won't last longer than 30 years, when they collapse the idea of China being a world power will start to fade away and a more favourable China would be reality.

The Special Education for the Visually Impaired

Special education has come a long way since the room down the hall with the crayon books and easy work. There was a time that special education students were placed together in a classroom, given easy work to do that would not challenge them and provided separate recesses and lunch periods so that they would not mingle with the regular education students. It was a stigma that nobody wanted for their child but it wasn't until the mid-1960's that it began to change. Beginning with Brown vs the school board lawsuit, stemming from a Black student who wanted to attend a predominately white school, the life of a special education student has transformed significantly. Today, special education students are protected from discrimination and segregation by federal and state laws. Students with special learning needs are educated in the least restrictive environment and school systems are ordered to accommodate their special needs so that the playing field will be level for their educational journey. Blind students are classified special education by the very nature of their disability. They are classified as such so that the federal education statutes with regards to special education can protect them from being segregated or shunned by the regular education system. Blind students have their inability to see in common, however, outside of that they are as individual and diverse as their sighted peers. There are federal guidelines in place regarding the education and interventions that pertain to blind students however. A student who is blind can present challenges when it comes to behavioral interventions because some of the tried and true methods are not applicable when it comes to a blind student. Making a student write an essay, write sentences or run laps is not feasible when the student needing the intervention is blind. While many behavioral interventions that apply to sighted students will in fact work with blind students it is important to have alternative plans in place for the behavior intervention of those who cannot see. When the Education of All Handicapped Children Act of 1975 was passed, educators, parents and students began to hammer out plans and pathways to the fair treatment and education of those who had special needs. The students who were blind had previously been sent off to schools for the blind, where they only associated with other blind students, worked with blind geared materials and learned that they were blind in a sighted world. Today, blind students who want to attend regular public schools are not only encouraged to do so they are given the right by federal law to do so, and the school must take whatever steps are needed to allow that education(Anderson, 2004). The 1997 Amendments to the Individuals with Disabilities Education Act (IDEA) and the resulting final federal regulations published in 1999 describe related services as an essential component of a free, appropriate public education (FAPE) for many students with disabilities(Anderson, 2004). † Those related services include everything from transportation to counseling services that will assist the special education student in their quest to receive a public education with their peers. Every special education student, including those who are blind is provided with an IEP (Individualized Education Plan). This plan outlines the student's educational needs, the way those needs will be met and what accommodations will be provided by the school system in providing that education(Zabriskie, 2003). While the federal law protects all special education students there are areas of interest that are specifically geared to the education of blind students(Kozub, 2006). As part and parcel of an blind student's IEP it is important to consider the disability and remember its limitations when planning the student's curriculum, extra curricular activities and physical education abilities. Because a blind student is often at a disadvantage when it comes to physical activity in both during the routine school curriculum and the aspects of physical education the IEP team must consider alternatives to include these elements in the school day. In addition the IEP team must consider appropriate behavior interventions for the blind student that acts out due to frustration about not being able to participate as fully as their sighted peers. This frustration may be from the child's anger at his or her limitations or may be founded in messages being sent to that student by well meaning parents who are concerned about their child's physical development as well as educational development. â€Å"The need for heightened levels of fitness in order to navigate barriers found in both home and community settings is important for children and adults with visual impairments. This is a critical mobility issue for children given the need for independence in daily living activities that increases with age and becomes a necessity during adulthood. In addition, issues of mobility within the larger community are a concern later in adulthood if individuals who lack vision rely on public transportation (which may or may not be accessible depending on fitness levels needed to independently reach bus stops). In all, it is imperative that adequate levels of physical activity are encouraged in children and adolescents with visual impairments to facilitate independence into adulthood. The following study is an initial investigation using a family systems framework of activity levels in a select group of children and adolescents with visual impairments(Kozub, 2006). † These and other concerns raise a need for behavioral interventions that are specifically geared to meet the needs of blind students(Robinson, 2001). â€Å"School success may be minimal for students who have difficulties building social relationships and ultimately fail at developing social competence. As a result, social skills training is often provided to increase pro-social interaction. Despite evidence of the effectiveness of teaching appropriate social functioning, there is concern about generalization and maintenance of learned skills(Gilles, 2003). † Blind students are at a specific disadvantage in the regular classroom setting. They are unable to determine when the classroom is noisy when it is appropriate to speak out, when it is appropriate to remain quiet and how to gain the teacher's attention by finding her by sight then moving toward her(Bricker, 2004). It is situations such as these that create a problem when it comes to behavior for the blind student. Not only are inappropriate behaviors a risk when a student is frustrated by being blind, but there are every day behaviors that must be addressed for the blind student and the regular education student to blend into a classroom and create a positive and cohesive learning environment. A student who cannot see where the teacher is to gain his or her attention will often times yell out or shout out the teacher's name. This can not only be disruptive to the classroom from a educational standpoint, but it can also provide a foundation for mimic behavior from the sighted students(Prochaska, 2002). A classroom with 15-23 students all shouting out names of the teacher or others that are needed will quickly become an impossible learning environment. It is important to develop a behavioral intervention for such situations and implement that intervention with the blind student(Bricker, 2004). One intervention would be to provide the blind student with a bell, with which he could ring it once and then patiently wait for the teacher to either arrive at the desk or verbally let the student know he or she will be there momentarily. A blind student may become loud and disruptive when frustrated or angry. It is important for teachers to understand that the frustration may not be with any one person in particular but may in fact be about not being sighted the way the other students in the classroom are. It is important o have appropriate behavior interventions in place from the beginning so that the students who are blind can depend on the consistent response to certain behaviors. When a student acts out and become verbally loud and disruptive it can be disruptive for the entire classroom. Whereas a sighted student can be told to go to the hall or go to the principal the sending of a blind student is more complicated as they will require an aide to accompany them. If less drastic attempts to reduce the undesired behavior are not successful then an aide should be appointed to escort the student from the classroom, however, there should be mandated approaches built into the student's IEP for behavioral interventions before that point arrives. One step that can be taken in behavior intervention with a blind student is to have the student learn how to self direct the anger. If he or she is feeling frustrated it is important that the student have a place to vent that frustration so that it does not come out in inappropriate behaviors in the classroom. Allowing that student to be excused to talk to the guidance counselor about the current frustration is one behavior intervention that will allow the student to address the frustration while at the same time preserving the integrity of the classroom setting and the lessons being taught to the remaining students. Another approach to redirecting undesired behavior will be touch and sound. A blind student cannot read social cues from other students and teachers by the look on their face. It is important to help the student who is blind find ways to read social cues using the other senses. Teachers should instruct the seeing students in ways to use hearing and touch to convey cues to the students who are blind. In addition the students that are blind should be guided in listening to voice cues and other sounds that can clue them to the social attitudes and feelings of those around them. It is important that blind student intervention programs provide clear cut guidelines in helping the students redirect themselves and their behavior to more acceptable avenues. It is important for teachers and students to recognize the very real limitations that a blind student must face on a daily basis. The student who is educated in a regular education classroom is subjected to a well rounded experience, while at the same time must face frustrations that he or she would not have to deal with in a school for the blind. It is important that behavior interventions for the blind student take into consideration the disability and how that disability impacts the student not only from an educational standpoint, but also from a social and emotional standpoint as well. Behavior interventions should include guidance for future behaviors that will provide a foundation for the student to build on successful encounters with each passing year. The federal government mandates that accommodations be put in place but it is up to the individual school to design the accommodations that fit the individual blind student. Blind students are as diversified as sighted students and as such must have behavioral intervention plans in place that address their individual needs.