Registered Nurse Essay

Every teenager normally decides what they plan to do with the rest of their life in the last years of high school. A statistic shows that 57% of high school teenagers want to become a registered nurse after they graduate. A registered nurse or RN is someone who treats patients, monitors and records their condition, helps establish a plan of care, educates patients or the public about a medical condition, and provides advice and emotional support to patients’ family members. A registered nurse has to contain special traits such as being caring, compassionate, highly observant, quick to catch things, calm in an emergency, detail-oriented, observant, enjoy interacting with people, emotionally and physically strong, and have outstanding communication skills. RN’s work in hospitals, physicians’ offices, home healthcare services, nursing care facilities, correctional facilities, schools, summer camps, and with the military. The starting salary for an RN is $65,950 a year and will increase if you decide to specialize in one or more than one types of medicine, but before making all that money you first have to complete the process of becoming an RN. A high school diploma is required along with the associates degree in nursing, a a bachelor’s degree in nursing, or diploma from an approved nursing program. Most RN’s have said that they took Biology, chemistry, physics, geometry, algebra II, pre-calculus, English, computer science, physiology, biomedical science, and foreign languages in their high school years. These subjects help the RN in their everyday jobs. Most registered nurses were a nurse’s assistant before going to college to get their degree. By doing that, you get to see hands on what they do everyday, but it is not required. The need for RN’s will increase 21% between now and 2020. Several RN’s in Dothan have said they loved their job, but wish the pay was higher. The pay depends on the state you work in, but is on average $65,950 a year or less. They have also said that mathematics plays an important role in their everyday work. From working with prescriptions to adding or subtracting a persons weight gain or loss. Technology is also another very important key factor in an RN’s everyday routine. They clock in and out on a machine. They use computers to keep up with patients files and to diagnose patients. If you are working with a patient in a rehab facility, you will use different types of technological machines depending on the persons illness or injury.

What is an Art?

In her article â€Å"A Shark in the Mind of One Contemplating Wilderness†, Terry Tempest Williams effectively defines what an â€Å"art† is and what is not. It goes beyond its traditional definition as a product of human creativity in which materials are outlined and selected to convey visually interesting forms. Williams reveals the ongoing battle within the biodiversity – human versus nature – and equates human life to the characters in the wild to create a vivid description of Art. Like a shark suspended in formaldehyde and being viewed as a unique work of art, Williams sees the same scenario for human beings when nature is totally devastated. Who’s to blame? The increased level of extinction that is likely to lead to the disappearance of about two-thirds of all kinds of living organisms by the end of the next century is driven by only one species: human (Raven 4). Human is inseparable from nature. His survival depends inextricably on other life forms. Life is the common force that connects man to animals. Williams recognizes this connection through an encounter with a shark in a tank, â€Å"I press my hands on the glass, waiting for the shark to pass by again, and when it does I feel my own heart beating against the mind of this creature that kills. However, this bond is unfastened little by little by man’s activities that are detrimental to the nature. Civilization overwhelms man that he neglects the reality that his existence rests on the subsistence of the natural world. Rather than protecting his source of life, he becomes the author of its destruction. Logging and mining, whether legal or illegal, are two of the most common damaging human activities. For pharmaceutical companies, â€Å"Wilderness is a cabinet of pharmaceuticals waiting to be discovered. † Taking her own experience where an open space once used by children to lie on their backs was now converted to a food court, Williams realized how fast people can transform something into another thing. Quoting her observation, â€Å"What was never before seen as art, as dance, as a painting in motion, but imagined only through the calculations of biologists, their facts now metamorphosed into designs†¦. † Just imagine how man has gotten so much from the nature and exploited a very huge part of it. As Williams noted, â€Å"The natural world is becoming invisible, appearing only as a backdrop for our own human dramas and catastrophes. Landslides, flashfloods, earthquakes, and tornadoes are signs that nature is too much burdened of man’s destructive activities. Wilderness is a work of art. People shape this natural wasteland just like how an artist makes a mosaic. The development of agricultural lands into subdivisions, the burning of forests to produce industrial m aterials, and even the changing color of water in the rivers from blue to black, reflect how an artist designs and colors his work. â€Å"What is true for wilderness remains true for humans. Human society is the mosaic of field and forest, of city blocks, of subway tiles. It is to this mosaic that we should turn in order to understand what it really means to be human† (Amato-Grill 5). Like humans, other forms of life need a habitat where they can build their own community. â€Å"We are animals, in search of a home, in relationship to Other, an expanding community with a mosaic of habitats, domestic and wild,† Williams explained. In the same way that we have seen performances on stage, we have set our eyes on how the leaves of the trees dance in the wind, how animals hide and catch their prey, how whales and fishes create waves in the oceans, and how flowers patiently wait for its bud to bloom. Wilderness, according to Williams, is a grand piece of performance art that can embody or inspire. To preserve them is to let the next generation witness the grand performance arts of nature. The nature is a work of art itself creatively designed and created by its Artist. It is a spring of inspiration for the artists who are also masterpieces of the One who created the nature. Art, as implicitly described by Williams on her article, is the exploration yet preservation of these natural creations.

Interpersonal communication Essay Example | Topics and Well Written Essays - 1500 words - 1

Interpersonal communication - Essay Example There are several aspects regarding interpersonal communication skill and its characteristics can be learned through this essay. Moreover, the study will determine the link between Rizwan Khan’s characteristics and characteristics of interpersonal communication skill. It is important to identify the characteristics and importance of interpersonal communication before linking these aspects with the above mentioned character in the film. Interpersonal communication generally occurs between two different individuals. Interpersonal communication process generally takes place within a relationship and it generally evolves within the relationship. This particular communication process generally defines and negotiates the relationship between two individuals. Interpersonal communication process can be identified in everywhere. Most importantly it can improve the relationship between two individuals. Moreover, effective interpersonal communication process has the ability to improve the health of participated individuals. Ethics, adaptability, empathy, cognitive complexity and self-awareness can be considered as the competence of interpersonal communication process. Interpersonal communication can be categorized into two different types of communication processes, such as verbal communication process and non-verbal communication process. Rizwan Khan is the central character in the movie â€Å"My Name is Khan†. His communication process can be considered as appropriate example of an effective interpersonal communication skill of an individual. In this film, Shah Rukh Khan plays the role of Rizwan Khan. It is important to know the character before determining the interpersonal communication skills of Rizwan Khan. Rizwan Khan was suffering from Asperger’s Syndrome. According to the characteristics of this syndrome, Rizwan Khan could not

Business Environment Essay Example | Topics and Well Written Essays - 1000 words

Business Environment - Essay Example Its upscale class image and competitive prices attract customers looking for value for money. Like its main industry rivals, the company has business interests in banking and property development, two sectors that have been hit hard in the current economic recession. Sainsbury’s is older than its rivals and used to be the biggest and the most profitable, but management missteps some fifteen years ago allowed its rivals to surpass it, Tesco in 1995 and Asda in 2003. In a 2004 management revamp, a new CEO, Justin King, revitalised the business by refocusing on meeting the increasingly fickle and demanding needs of its customers, offering better products at affordable prices. The four-year Making Sainsbury’s Great Again (MSGA) Plan launched in 2004 exceeded expectations and a new plan, From Recovery to Growth, was crafted for the period 2007-2010 to build on the company’s recovery to expand and drive further growth. These ambitious plans were designed to combine ongoing improvements in boosting operational efficiency to develop a better experience for its customers (Annual Report 2008: 7-10). The new plan focuses on five strategic goals: offer great food at fair prices, accelerate the growth of complementary non-food ranges, reach more customers through additional channels, grow supermarket space, and active property management. Through its aggressive marketing strategies, information technology leadership, and clear grasp of the needs and wants of its customers, Sainsbury’s target is to catch its next largest rival, Asda. Given the current challenging economic environment, Sainsbury’s is confident that it has a good management team in place ready and able to execute on its plans with a high degree of success (Annual Report 2008: 11). Share prices (Appendix) of Sainsbury’s (LSE: SBRY) went up from 279.25p on 1 December 2008 to 319.25p as of 6 April 2009, an increase of around 14% for the quarter, which is

Disclosure Analysis Paper Essay Example | Topics and Well Written Essays - 750 words - 3

Disclosure Analysis Paper - Essay Example Assets assist in determining the value of the company; hence, providing information to investors. A comprehensive financial report should provide a total of the fixed and current assets that an organization has in order to give support in the calculation of the total amount of working capital available (Israelsen, 2001). The ratio between the total number of assets available to the total number of liabilities aids in coming up with the working capital of an organization. Therefore, a ratio above one indicates that the company has more chances of success rather than failure. The Christopher Corporation segments its company assets into three key parts, which include current assets, fixed assets and other assets. The first category, which includes current assets like cash equivalents and cash, receivables and inventory, convert to cash easily and faster. The cash and cash equivalents engross cash in hand, cash at bank and treasury bills that add up to a total of 20, 000 dollars. In the case of Christopher Corporation, the amount of money available is low indicating that the company has fewer assets in the form of cash. Cash equivalents such as the treasury bills and the cash at bank also seem generally low. A retail business incurs a number of expenses, and the rate of cash inflow is lower than the amount of cash outflow. Additionally, a large number of debtors could also lead to low cash count. The second category of current assets includes receivables, which mainly constitute of debtors. Debts to a business refer to the amount of money other people, groups or firms owe the subject company, which is Christopher Corporation. Debts are either long term or short term depending on the agreement. In the above balance sheet, the records show that the corporation has a total of $60,000 receivable debts. As a trade organization, the company may sell some products or services on credit. A

Treatment for Autism Essay Example | Topics and Well Written Essays - 1500 words

Treatment for Autism - Essay Example Because the cause is uncertain, there is no precise remedy for the disorder. Treatment approaches are primarily for improvement, rehabilitation and education on appropriate social, vocational, and communication skills. This paper will discuss Asperger Syndrome in adults, their characteristics; impairments in social functions and social and emotional factors that affect their behavior. Likewise, this paper will talk about their direction towards diversity through possible employment. Treatment and management will also be highlighted. Asperger Syndrome Asperger Syndrome (AS) was initially recognized in the early 1940s by Austrian pediatrician, Hans Asperger. In his practice, he observed four of his young male patients with typical intellect and verbal communication development but demonstrating autistic traits. Abnormalities in social interaction and communication, together with restrictive and repetitive behavioral patterns were noted. It was in 1944 when the disorder was officially n amed Asperger Syndrome. Asperger Syndrome falls under â€Å"Pervasive Developmental Disorders,† as stated in Diagnostic Manual of Mental Disorders, 4th Edition (DSM-IV) of the American Psychiatric Association (1994) (Myles et al, 2005). Asperger Syndrome is a developmental disorder under the scope of Autistic Spectrum Disorder (ASD). AS individuals generally have normal or superior intellect. The disorder is typified by qualitative impairment in communication, social interaction and cognition; peculiarities in sensory input; restrictive number of extreme and highly focused interests; and difficulties in organization and motor movements (Attwood, 2003). Asperger Syndrome characteristics may be manifested to a bigger or smaller extent. AS individuals may have a tendency to experience exclusion and isolation and may have difficulty understanding the world around them, eventually resulting in disappointment, despair, resentment and self-disrespect (Attwood, 2003). Common Characte ristics of Asperger Syndrome Adults Asperger Syndrome individuals frequently display a restricted ability for natural social communications, difficulty in initiating and maintaining friendships, repetitive behavioral patterns, and a narrow topic of interests. While a few of them may exhibit definite dilemmas in communication, such as poor nonverbal communication and obscure speech, several of these individuals demonstrate good and even higher cognition and verbosity. Asperger Syndrome comprises delays in gross and fine motor development, including walking abnormalities and peculiar gestures (Brasic, 2009). Individuals with Asperger Syndrome have normal or above average intellectual capacity but may not show social sensitivities or sympathy towards family and friends. Evidences were reported that AS individuals manifest excellence in the fields of music, mathematics, physics, and computer science. Whereas the delays demonstrated are usually devastating, several of these individuals e xperience optimistic results, particularly those performing extremely well in matters independent on social interaction (Brasic, 2009). Majority of AS individuals are actually proud to be diagnosed with the disorder. It is strongly believed that famous men of history such as Albert Einstein and Thomas Edison both have Asperger syndrome features (Hamilton, 2010). Qualitative Impairments in Reciprocal Social Interaction AS individuals are usually socially detached; not sensitive to the feelings of

Project Assignment Example | Topics and Well Written Essays - 750 words - 8

Project - Assignment Example The contaminants do not necessarily pose health risks however they have significant influence on the quality of the water and its applications. Water is filtered, fluoridated or physically inspected to ensure acceptable quality. The EPA provides regulations and standards of water systems. Drinking water systems can be distinguished into two categories. First, is the public water systems which are under the EPA regulations and the second is private or individual water systems that which are independent of EPA regulations and it’s the owner’s initiative to maintain the quality of water by ensuring it is free of contaminants (CDC, 1). Approximately 286 million American’s are dependent on tap water from public water systems regulated and monitored as per EPA regulations compared 45 million (15%) who rely on privately owned water systems. This clearly indicates a need for continuous and routine assessment of quality. In privately owned water systems the quality and quantity of water through design can be manipulated to meet the owner’s requirements. Properly constructed and maintained wells will provide sufficient, safe water at minimal cost. Dissolve minerals and odors are common problems associated with individual wells, but they quickly diagnosed and managed. Public water systems are associated with a high cost of construction and maintenance of the high demand. The provider regulates the contents according to approved standards and guidelines. Problems are hard to detect and control and in some cases long transport routes have been associated with stale water. Also, the quality of water at source and point of use cannot be determined to be same. Chlorinated water has been reported to mesh with organic materials to form gasses such as trihalomethane. Since the provision of these services is levied, they are associated with an increased cost of living and undesired growth. (Yoder 1). Taste, color, order, staining and fixture in clothes are

Discussion Essay Example | Topics and Well Written Essays - 500 words

Discussion - Essay Example We find our identity in our families and families are there to fulfill our hopes and aspirations. It is quite possible that at times, family becomes a disappointment. Nevertheless, it can be said that in current form, they are more like proving equality rather than erstwhile happy families where members were tied with some bond of belonging. Person# 3 Response It can be said for sure that global changes are making more equal families but not with certainty that it makes happier family too. Kids don't get enough time from their parents. Ever since women are working in the offices, men have to also work at home. Women across all communities and classes are involved in business. Cross marriages between members of different religious and ethnic groups have created families with multi ethnic and multi religious backgrounds. Obviously, kids are likely to pick multi cultural values from their parents. Old cultural values are dying and new sets of cultural values – rather mixed set of cultural values are taking shape. If the new set of cultural values does not suit to either members and further since women are not dependent on men, divorce is a quick fire solution. New value system has made families smaller with mostly single kid and even without kids. Old cultural values are surely on the path of decay replacing it with new phenomena.

The In-between world of Vikram Lall-Draft Essay Example for Free

The In-between world of Vikram Lall-Draft Essay Home is an anchor; without it, one is lost. Brainstorming: The story is itself of an Asian living in an alien land of Africa which since centuries has been a colony of British regime. This essay will be developed around the Vikram Lal’s life in the alien land, and how he landed in Canada. Vassanji’s power lies in his carefully narrated skill in examining the paradoxical and complex situations in which Lal Ji and many other Asians find themselves. It is all an issue of bringing forth hidden identity in the soils where racism and class division is at its peak and always struggling to make themselves feel at home in the alien land away from home. It is rightly said that Home is an anchor; without it, one is lost. It implies that Home makes us realize what we are and who we are. It makes us identify with ourself, with neighbors and society. In an alien land more and more we try to search our identity more and more we find ourselves lost in the two worlds. In the quest to be loyal to the alien land we deprive ourselves from our own identity and if we refuse to adopt the alien world, we are not adopted by that world. I would try to explore how Vassanji’s tried to explore this dilemma in the minds of the immigrants through the story of Vikram Lal in the family. Outline Racism Author was himself born in Kenya It is his own experiences which are reflected in the book Through the voice of Vikram Lal, this story will bring about the problem of citizenship for the people of Asian Descent in Kenya and how they are adjusting and adopting themselves in the alien land where Kenya is itself engulfed in the fire of rebellion against the British regime. The situation of Kenya when it is rapidly descended into neo-colonialism addresses the issue of citizenship for people of Asian descent in Kenya by studying the during the president-ship of Jomo Kenyatta. Rough Draft Racism was deeply into the   soils of Kenya and the Aisans too had to face the burnt of racism and the question of class further raised the question of establishing him politically. The way Vikram Lall perforrn his struggle for citizenship is in sharp contrast to his friend Nioroge who inspite of belonging to the very lowest strata of society, he occupied highest posistion duing neocolonial period.   was occupieng the   considered to be   differentiated

Sudan Education Essay Example for Free

Sudan Education Essay Acknowledgments This report was written with Kevin Watkins of the Centre for Universal Education at the Brookings Institution. Our research was greatly assisted by many individuals and organisations. Several ministers from the Government of the Republic of South Sudan were extremely generous with their time, providing advice and comments on early drafts. Special thanks are due to Joseph Ukel Abongo (Minister for General Education and Instruction), Peter Adwok Nywabi (Minister for Higher Education) and Kosti Manibe Ngai (Minister for Finance and Economic Planning). Senior officials and consultants from a number of ministries provided comments and insights including Esther Akumu (Director for Development Partner Coordination, Ministry of General Education and Instruction), Stephanie Allan (Donor Coordinator, Ministry of Finance and Economic Planning), Deng Deng Yai (Undersecretary for General Education and Instruction), Catherine Dom (Technical Adviser, Ministry of Finance and Economic Planning), and Moses Mabior, (Director for Aid Coordination, Ministry of Finance and Economic Planning). Education in South Sudan: investing in a better future  David Masua (Education Programme Manager, Windle Trust), Sue Nicholson (Education Technical Adviser, Save the Children in South Sudan), and Habibur Rahman (Education Programme Manager, BRAC South Sudan). We also benefited from discussions with Jubabased staff from a number of donor agencies, including Hilde Johnson (Special Representative to the Secretary General on South Sudan), Yasmin Haque (South Sudan Country Representative, UNICEF), William Osafo (Education Team Leader, USAID South Sudan Mission), and Fazle Rabbani (Education Adviser), DFID. Initial findings from the report were presented to a group of non-governmental organisations at a meeting held in London, on 20 March 2012. The subsequent discussions and comments informed the redrafting process. We wish to thank the following organisations for their participation: Action Aid, the Anglican Church, BRAC, the British Council, Camfed, Care International, The Children’s Investment Fund Foundation, Christian Aid, Comic Relief, the Global Campaign for Education, the Open University, Oxfam, Save the Children and VSO. Michael Holman, author and former Africa Editor of the Financial Times, kindly commented on an early draft. While all of the individuals and organisations mentioned above have informed this report, the views expressed are those of the authors alone. Staff working with non-governmental organisations in South Sudan provided invaluable advice based on their programme experience. We are indebted to Caroline De Anna (Education Programme Coordinator, Episcopal Church of Sudan), Reverend Emmanuel (Education Manager, Episcopal Church of Sudan), Emily Lugano (Education Adviser, Save the Children in South Sudan),  6 Foreword: South Sudan – time to act parents everywhere around the world, I know that it is through education that children broaden their horizons and develop the skills they need to realise their potential. Education and learning are the real foundations for opportunity. Today, millions of children around the world are denied a chance to put those foundations in place. Progress towards the 2015 goal of universal primary education is slowing, leaving 67 million primary school age children locked out of classrooms – and many more receiving a sub-standard education. Poverty, child labour, early marriage, and armed conflict are among the scourges holding back progress in education, along with failures of political leadership. The High Level Panel on global education was created to address what I see as a global crisis in education. As co-chair, along with Graca Machel – Madiba’s wife – I have spent time researching that crisis. I have spoken to political leaders, the heads of international agencies, and non-governmental organisations. And I have spent time talking to people at the sharp end of the crisis in education. I have heard agonised stories from parents who want their children to be able to live the life they are capable of living, but are forced by circumstances to settle for something less; and I have spoken to children who are desperate for the education that they know could transform their lives. Africa’s newest nation My work as Co-Chair of the High Level Panel on global education has involved visits to many countries. But there is one country that illustrates more than any other what is not working in the current international aid 7. The Right Honourable Gordon Brown MP, former Prime Minister of the United Kingdom, Co-Chair of the High Level Panel on global education One of the great privileges that I have enjoyed in my political life is the opportunity to meet Nelson Mandela. Like many people around the world, I have been inspired by his life, his courage, and his wisdom. Through his personal example, he has demonstrated that iron resolve backed by practical endeavour and clear strategies can move mountains. Of the many words that I have read by Madiba, there is one sentence that I am always drawn to. It is this: â€Å"There is no passion to be found playing small in settling for a life that is less than the one you are capable of living. † Since becoming a parent I have often thought about these words. Like parents everywhere across the world, I want my children to have the lives they are capable of living. And like architecture on education. That country is South Sudan, Africa’s newest nation. Much has been achieved over the six years that have passed since South Sudan emerged from a brutal and protracted conflict. Yet parents and children are still waiting for an education peace premium – and South Sudan is embarking on independence anchored to the bottom of the world league table on education. Over one million children of primary school age are out of school. Enrolment rates in secondary education are below 10 per cent. In what is a desperate situation for all children, South Sudan’s girls face additional disadvantages. Just 6 per cent of 13 year old girls have completed primary school. So extreme are the gender inequalities that young girls in South Sudan are more than twice as likely to die in pregnancy or childbirth as they are to make it through primary school and into secondary education. Behind these numbers is a vast waste of potential. Getting children into school and providing them with decent quality opportunities for education would help them to build a better future, for themselves and their country. In an increasingly knowledgebased and interconnected world, sustained and shared prosperity depends not on what countries have in terms of natural resources, but on what their citizens are able to learn. For South Sudan’s young people, education is a passport to employment. Education also has a wider role to play. Armed conflict and the threat of violence remains a source of insecurity for many of South Sudan’s people. Many factors are involved, including prejudice, long-standing hostilities, and attitudes that see recourse to violence as legitimate. With the right curriculum in place, the education system could act as a powerful force for peace8 building, the development of shared identity, and the creation of a society that is more resilient and less vulnerable to violence. To its credit, the Government of the Republic of South Sudan (GRSS) is putting in place an education strategy that holds out the promise of a better future. However, it lacks the financial resources, technical capacity and institutional systems to overcome the vast backlog in education provision. That is why the international community has such an important role to play. Several donors, UN agencies and non-governmental organisations have put in place education programmes that are making a difference – but not on the required scale. This paper sets out an agenda for change. It identifies a framework for policies that would: †¢ Bring opportunities for improved education to 2. 5 million children, half of them currently out of school Provide financial support for the education of half-a-million girls Make provision for the education of 300,000 children displaced as a result of armed violence, or living in conflict zones Train 30,000 teachers and build 3,000 schools †¢ †¢ †¢ Education in South Sudan: investing in a better future. Achieving these goals will require additional resources. We set out a financing strategy that includes an increased resource mobilisation effort on the part of the GRSS. Development assistance will have to cover a financing gap of US$1. 6bn over the next four years, or US$400m annually. Our proposals include recommendations for individual donors. The Global Partnership for Education (GPE), the major multilateral mechanism charged with financing efforts to achieve the international development goals, has yet to establish a programme in South Sudan. This is a wasted opportunity – and not just for South Sudan. The GPE needs to establish its credentials as an innovative and dynamic force for change in countries affected by conflict. The World Bank’s International Development Association (IDA) could also play a vital role. We propose a GPE-IDA cofinancing arrangement to mobilise US$180m annually. Other actors also have to step up to the plate. Bilateral donors and the European Commission could mobilise an additional US$100m annually. Non-traditional donors – including China – could be approached. And the Africa Development Bank/Africa Development Fund has developed co-financing mechanisms that are well suited to support the development of education infrastructure. I am, of course, aware that some people will argue that the goals that have been set are too ambitious, that the costs are not affordable, and that South Sudan should concentrate on taking small steps in the right direction, rather than attempting a great leap forward. I do not accept these arguments. In the course of research for this paper I have looked at the programmes of several nongovernmental organisations doing extraordinary work in education. The Ecumenical Church of South Sudan runs the largest teacher-training programme in the country, whilst the Bangladesh Rural Advancement Committee (BRAC) operates over 500 schools in some of the most difficult parts of the country, providing thousands of children with the hope of a better future. And Save the Children is bringing health and education support to many communities. These and other non-governmental organisations have found ways of delivering results, working with and through government. They are clear that, with additional support, they could scale-up their programmes. The same is true of UN agencies and many bilateral donors. Expanded delivery is held back not by a lack of capacity, but by a lack of predictable finance on a scale commensurate with the problem. Having reviewed the situation in South Sudan I am struck by similarities with other conflictaffected countries. Children in these countries should have first call on international support. Instead, they are pushed to the back of the queue for development assistance. Education is not a priority in the humanitarian aid system – in fact, it accounts for less than 2 per cent of emergency aid. And because the governments of conflict-affected states are often unable – or unwilling – either to deliver services or to meet the reporting standards required by major donors, children and parents are left to fend for themselves. From Somalia and the refugee camps of northern Kenya, to the war zones of north-eastern. Democratic Republic of Congo, conflict is destroying opportunities for education on an epic scale, and the aid system is providing limited protection. As an international community motivated by shared values and a common commitment to education, we must acknowledge this gap in the aid architecture – and then we must fill it. That is why I believe we need a new type of organisation to deliver not just money, but also teachers, books, temporary classrooms, and counsellors trained in trauma management to conflict areas. It is against this background that we are planning to form a new type of organisation called Education without Borders. The aim: to provide a mechanism that galvanises support, coordinates action, and delivers aid and education services to those most in need. This is not an exercise in creating parallel structures. It is an attempt to create a mechanism through which a wide range of actors – the public, teachers and other education professionals, the business 9 community and others – can join a shared effort to keep the flame of education alive for children trapped in conflict. It can achieve for education in broken down areas a little of what Medecins Sans Frontieres and the Red Cross achieve for health. Let me conclude by returning to the country that is the focus for this report. When I think of South Sudan, I think of a people who have shown extraordinary courage in the face of unimaginable adversity. I think of parents who, like you and me, want the best for their children. And I think of children who are filled with talent, potential and hope. It is to the children of South Sudan that I dedicate this report. And it is on their behalf that I ask your support for the proposals it sets out. South Sudan’s children have waited long enough for the education peace premium. And they have a right to expect bold action and our best effort – not half-measures, hesitation and indifference. To paraphrase Madiba we are ‘playing small’ with education in South Sudan. And by playing small we are consigning a generation of children to lives that are immeasurably less than the lives they are capable of living. The children of South Sudan deserve better – and we must do better by them. The Right Honourable Gordon Brown MP, former Prime Minister of the United Kingdom, Co-Chair of the High Level Panel on global education Education in South Sudan: investing in a better future Children at the BRAC supported Hai Kugi School on the outskirts of Juba in South Sudan.  © UNESCO /M. Hofer (2011) 10 Executive Summary I never had the chance to finish school but all my children must have an education. Then they can have the chance of a better life. No one will get anywhere in this country without an education. Beida Ropani, aged 28, farmer, Lora village, Central Equatoria, South Sudan. Education in South Sudan – investing in a better future The newly-independent country of South Sudan is anchored to the bottom of the world league table for education. More than half of its primary school age children – over 1 million in total – are out of school. Young girls are more likely to die in pregnancy or childbirth than to graduate from primary school. South Sudan’s young people face restricted opportunities for the education they need to build a better future for themselves and their country. It is time for the world to come together and change this picture. The children of South Sudan have suffered enough. It is time to deliver the education peace premium that their parents hoped for – and that they deserve. The Government of the Republic of South Sudan (GRSS) has set ambitious goals in education but there are daunting obstacles to be overcome. The recent disruption of revenue from oil exports threatens to starve basic service budgets of the financing needed to build schools, health clinics, and vital social and economic infrastructure. Ongoing violence in parts of the country is causing large-scale displacement and dislocation of services. There are problems in governance and in government capacity. The education system is under-financed. Most of the country’s teachers are untrained. There are chronic shortages of classrooms and textbooks. Learning outcomes are abysmal. Set against these challenges there is a vast untapped potential for change. At the heart of that potential are the people of South Sudan. They have shown extraordinary courage, resilience and commitment to education. In the face of overwhelming odds, they have been trying to get their children the schooling they deserve. Enrolment numbers have more than doubled in the five years since the peace agreement. The GRSS has pledged to make education a priority – and that pledge is backed by a strategic plan for the construction of an education system. Donors have a more mixed record. Development assistance for education falls far below the level required to support a breakthrough. The education sector receives a low-level of support and aid efficiency has been hampered by weak coordination. Most bilateral donors are operating programmes on a modest scale. While UNICEF has played an important role in coordination and reconstruction for education, the wider multilateral aid effort has been limited. Other actors are conspicuous by their absence. The Global Partnership for Education (GPE), a multilateral partnership that operates under the financial auspices of the World Bank, rightly describes itself as â€Å"the only multilateral partnership devoted to getting all out-of-school children into school for a quality education. †i Promoting gender 11 equity is one of the GPE’s priorities. South Sudan has a larger proportion of its children out of school than almost any other country in the world, along with the deepest gender inequalities. Yet six years after the peace agreement, the GPE has not yet delivered a programme in South Sudan. Hopes that this would change in early 2012 have not yet been realised. Following a review of the Government of South Sudan draft education strategy, the GPE secretariat determined that full endorsement of the plan would require its further development over several years and recommended that the government re-submit a less ambitious ‘transitional plan’. An indicative allocation of just US$38 million over four years has been set aside – an amount that falls far short of what is needed. What should have been a test case for the GPE’s effectiveness has become a showcase for what is going wrong in an aid system that is too inflexible, slow-moving and unresponsive to the needs of conflict-affected countries. There is still time to change this picture. The Board of the GPE could demand an urgent review of the response to South Sudan’s education strategy. It is also important that the World Bank steps up to the plate by putting into place a financing programme to support early delivery of results and longterm capacity building. What is clear is that the children of South Sudan have a right to expect something more. In the absence of a strengthened aid effort, South Sudan will fail to achieve the ambitious goals set by its government and demanded by its people. This paper sets out the case for a South Sudan Education Peace Premium (EPP) backed by a US$1. 6 billion aid investment over the period 2012-2016 US$400 annually. The GRSS would need to supplement this aid effort by 12 mobilizing an additional US$100m annually for education spending. Supplemented by an increased resource mobilisation effort on the part of the GRSS, the education peace premium would extend opportunities for some 2. 5 million children and adolescents. Beyond the wider benefits for poverty reduction, peace-building and state-building, returns from the peace premium would include: †¢ †¢ another 1 million primary school age children in school wider benefits for an additional 1. 5 million learners by improving the quality of education emergency provision for 300,000 children displaced by on-going conflicts early childhood provision for 300,000 children under the age of 5 support for half-a-million girls extended opportunities for adolescents and young adults who missed out on opportunities for basic education training for 30,000 teachers another 3000 schools for current and future generations of learners †¢ †¢ †¢ †¢ †¢ †¢ Education in South Sudan: investing in a better future Financing for the proposed EPP would be drawn from a range of sources. Success will hinge on a compact between the GRSS and the international community, represented by a range of donors. Our proposal envisages a broader and deeper donor support base for education. We suggest that the GPE provide annual financing of US$90m, with the World Bank co-financing an equivalent amount through the International Development Association (IDA). Drawing on its extensive experience and project portfolio in post-conflict states, the African Development Bank/African Development Fund is well placed to support the development of school infrastructure and support. We propose a financing contribution of around US$40m annually. Less concessional elements in the financing could be secured against future oil revenues. Bilateral donors and the European Union would have to mobilise another US$100 million annually, with non-traditional donors – including China – providing US$30m annually. We also argue that private foundations and charities should play a greater role in supporting education in South Sudan. Delivering an early and substantial education peace premium in South Sudan will be difficult – but the degree of difficulty should not be exaggerated. Sustained progress will require the development of technical and administrative capacity, along with the development of more robust systems for transparency and accountability in public finance. Increased and more equitable public spending is critical. But governance constraints can be overcome by drawing on arrangements that have emerged since the comprehensive peace agreement, as well as the experiences of other countries. To that end, we propose the creation of a pooled fund for education. Jointly managed by donors and the GRSS, this would build on the practices established under the Basic Service Fund (BSF). This has been the most successful of the pooled funding mechanisms in South Sudan, with spending of US$65m to date on primary education, health, water and sanitation. The BSF has been a major source of financing for school construction and teacher training. The great advantage of the facility is that it enables donors to pool risk and resources behind the government’s strategy, working through non-government organisations with a proven track record on delivery. With current pooled funding arrangements in South Sudan about to expire, there is an opportunity to put in place a flexible new structure for education. Over time, the pooled funding mechanism could evolve into a sector-wide support programme. More immediately, it could mobilise support for non-governmental organisations working with government to build capacity and deliver results on the ground. The achievements of non-governmental organisations refute the claim that South Sudan lacks the conditions for an education take-off. Working with a broader alliance of churches, the Episcopal Church of South Sudan has developed the largest teacher inservice training programme in the country, meeting high standards of performance. One of the largest non-governmental organisations providing education is the Bangladesh Rural Advancement Committee in Education (BRAC) – an agency with a proven track record in reaching highly marginalised communities and training female teachers. Save the Children is leading the implementation of a major alternative education programme financed by the United Kingdom’s Department for International Development (DfID) and piloting innovative early childhood interventions. We have based our cost-estimates for the education peace premium on the programmes of these and other NGOs with a proven capacity for scaling-up, as well as UN agencies and bilateral donors. In drawing up the proposed plan of action we do not discount the very real difficulties that will have to be addressed. Outcomes will depend on the development of a partnership between the GRSS, donors and nongovernmental organisations, and on political leadership on all sides. Listing problems and enumerating the many technical reasons that can be found either for delaying action, or for testing the water with small-scale pilot programmes, is easy. But South Sudan’s children cannot afford delay and prevarication 13 – and the country cannot afford to waste the potential of a generation of youth. Our proposal combines the four critical requirements for delivering results: achievable targets, an efficient delivery mechanism, predictable aid, and a compact between the GRSS, donors and non-governmental organisations. Headline figures for the cost of the proposed programme have to be considered against the potential flow of benefits, as measured by the number of children in school, the expanded opportunities for learning, and the renewed hope that will come with progress in education. The US$400m a year for four years that is required may seem unaffordable. The question that has to be asked is whether the world is willing to stand-by while 2. 5 million children lose their chance for an education that could lift them out of poverty, create jobs, build a more peaceful and resilient society, and support economic growth. Failure to expand opportunities for education will increase the risk of more conflict, which will in turn leave donors facing the prospect of increased humanitarian aid costs. Viewed against this alternative, the cost of implementing the actions proposed in this report is a small price to pay for a very high return. ii Education in South Sudan: investing in a better future An agenda for action This report sets out an agenda for achieving an educational breakthrough in South Sudan. Proposals include: †¢ Additional aid of US$400m annually for four years, with domestic budget resources increased by US$100m annually. The GPE and IDA to mobilise US$180m through a co-financing arrangement. An independent assessment of the GPE’s review of the South Sudan draft education strategy. The creation of a pooled fund for education in South Sudan to provide a focal point for government support. Measures to support disadvantaged children, including financial incentives for parents to keep children in school, especially young girls; expanded education provision in conflict-affected areas; and programmes for adolescents. Expanded programmes for training teachers and recruitment of female teachers. †¢ †¢ †¢ †¢ †¢ 14 Introduction The Republic of South Sudan is sub-Saharan Africa’s newest nation. Established in July 2011, the country achieved statehood facing enormous challenges. The Government of South Sudan (GRSS), created with the signing of the Comprehensive Peace Agreement in 2005, inherited none of the institutions associated with an independent state. South Sudan’s human development indicators are among the worst in the world. The human capital and physical infrastructure are limited. Insecurity remains a major concern across many parts of the country. Yet independence has unleashed a wave of hope, optimism and expectation. Having endured a brutal and long-running civil war that claimed over 2 million lives, South Sudan’s people have a right to expect a ‘peace dividend’, including improved access to basic services, more secure livelihoods, and greater safety. Failure to deliver in these areas would be a lost opportunity with tragic human consequences for the people of South Sudan, and with damaging implication for peace and security not just across the new nation, but across the region. Delivering the education peace dividend Perhaps more than any other sector, education has the potential to deliver an early, large and highly visible peace dividend. The education system in any country is a point of contact between governments and their citizens. And in a country like South Sudan, where the civil war destroyed educational opportunities for generations, the presence of functioning schools, teachers and books has the potential to demonstrate that the peace is delivering. Moreover, South Sudan’s people attach a very high value to education, with survey evidence showing that parents identify schooling – alongside food and water – as being a major priority. Across South Sudan, parents and young people are striving to overturn a legacy of illiteracy, restricted opportunity, and poor quality schooling. In towns and villages across the country, desperately poor people are working to get their children into an embryonic and over-stretched education system. The GRSS is working with partners to strengthen that system and build capacity. While the term ‘post-conflict reconstruction’ is widely used to describe the process now underway in South Sudan, in the case of education – and other basic services – it is misleading. Six years ago this was a country without an education system. Even today, only the initial foundations are in place. So this is a case of post-conflict construction in a country that inherited no infrastructure and has very limited human resources. Against this backdrop, the achievements registered in education since the 2005 peace accords have been extraordinary. The number of children in primary school has doubled in five years. Over 500 classrooms have been constructed. Led by a clear statement of intent on the part of President Salva Kiir, the GRSS has put in place ambitious plans to accelerate progress towards the 2015 Millennium Development Goals (MDGs). South Sudan’s constitution includes a provision establishing the entitlement to ‘free and compulsory education at the primary level’. The South Sudan Development Plan includes a wide range of 2015/16 targets for education aimed at putting the country on track for the MDGs. iii The Ministry of General Education and Instruction (MoGEI) is finalising a strategy 15 aimed at translating these targets and highlevel political commitments into policies and spending commitments aimed at achieving the MDGs and wider Education for All goals by 2022. iv Currently available in draft form, that strategy Promoting learning for all aims to get the country on course for universal primary education by 2016, with expanded provision of second chance education, measures to improve learning achievement levels and a range of strategies aimed at closing the gender gap. The document, which has been drawn up in close consultation with the Local Donor Group, bears testimony to the professionalism of staff in the Ministry of General Education and Instruction (MoGEI). Several bilateral donors, UN agencies and non-governmental organisations are supporting the reconstruction effort, often working under difficult conditions. UNICEF’s Go to School Programme helped to double school enrolment in three years. Both the government and its partners have demonstrated a capacity for flexibility and innovation, building classrooms, delivering textbooks and training teachers. v Nongovernmental organisations are active across the country, often operating in areas affected by conflict. While experience under the World Bank-managed Multi-Donor Trust Fund (MDTF) was disappointing, another pooled funding arrangement – the Basic Services Fund (BSF) – delivered cost-effective results, notably in school construction and teacher training. One of the strengths of the BSF has been its ability to lower transaction costs and achieve economies of scale in delivery. For those who question the capacity of international aid and partnerships in education to deliver results on the ground, the evidence from South Sudan tells a different story. Donors and non-governmental organisations have found ways of delivering results, working in the process to build government capacity. 16. The challenge now is to build on best practice and scale-up the level of ambition in an environment that may deteriorate as a result of budget austerity. The oil crisis Like all other sectors, education stands to be severely affected by the ongoing crisis over oil exports. Failure to resolve that crisis will have grave consequences for South Sudan (as it will for Khartoum), raising the spectre of a reversal of the fragile gains in education, health, water and other areas that have been achieved over the six years since the comprehensive peace agreement. With oil accounting for 98 per cent of government revenues, even a modest loss of export earnings would lead to significant cuts in expenditure. The background to the crisis can be briefly summarised. Since the comprehensive peace agreement, oil from South Sudan has been exported through pipelines from Sudan. As of March 2012, pipelines from two of the three oilfields were close to shut-down. The GRSS decision was prompted by a heavy transit tax levied by the Government of Sudan and a subsequent seizure of oil shipments by the government in Khartou.

What Really Happened To Roanoke History Essay

What Really Happened To Roanoke History Essay Years before the first major American settlement of Jamestown was established, Sir Walter Raleigh, a European, was sent by Queen Elizabeth I to land on Roanoke Island, in what is now North Carolina. Upon arriving, Raleigh attempted to befriend the natives in order to be able to set up a colony there. Eventually there was another expedition made with a different group of people who would permanently live on this new land we now call America. Many people know this story, and that it ended in the utter disappearance of a large group of settlers. The only clue that the vanished group left was the word CROATOAN carved on a nearby tree (Lois 16). A lot of people think that the settlers all died since no direct ancestry has been traced back to them yet, but most people over look the most plausible possibility; most settlers ended up assimilating to nearby Indian lifestyles and families, leaving their would-be colony behind, and starting new with the native people. The voyage to Roanoke was the last of two main voyages to settle in America. On this voyage, John White, a man who was already familiar with the land, would be the leader. White put together a group of 110 civilians, different from the group of soldiers Raleigh had brought before (Durant 103). The benefit of having civilians settle for this voyage is that they had motivation for survival. The previous expedition had soldiers who were paid to venture into the new land and settle. This new crowd was completely volunteer; their only payment was acreage promised by the Queen (104). Since the families would have land in America, they would have to learn to survive and be self sufficient in the new world. On April 26, 1587, John White led his expedition to Roanoke to start their new life (Fritz, Talbott). After arrival at Roanoke, the settlers there developed an established area for them to live in. It could support them, to an extent. A settler named Edward Stafford led a group of 20 people down to visit the Indians who lived on Croatoan Island (Durant 118). Accompanying them was an Indian that was originally brought back to Europe by previous expeditions (Durant 118). The Croatoans befriended White, even though one of their members had been killed by previous skirmishes. John White and his settlers didnt make friends with all the tribes, though. There had been one tribe, the Roanoacs, whom John White planned to murder in revenge of them killing one of Europes former citizens, George Howe (119). Eventually after being on the island for quite some time, the colonists encouraged White to return to England for provisions. Originally, he argued the idea because he didnt want to abandon his daughter and her newborn child. Eventually he was persuaded and he waited for Fernandez, the pilot of the initial voyage to pick him up aboard the Lion (121). Due to storms, Fernandez arrival was delayed, but on August 27, 1587 John White left the Island of Roanoke along with its settlers, for Europe (123). Little known to White, this would be the last time he would ever see them again. White returned in 1590 to the island of Roanoke to find almost nothing left of the colony. It is said that White and his men could see fire burning through the trees, and, To reassure the colonists that they were a friendly party, they first sounded a trumpet and then spend the night singing English folk tunes and calling out familiar greetings, but no answer came. (Kupperman 130). Karen Kuppermans book titled Roanoke, says that White told the colonists to carve clues to let them know where they had gone, and the word CRO was found on a tree (131). White wasnt surprised because the colonists and him had discussed moving north to a different area by the time he got back. After finding the famed CROATOAN carving, white planned to sail to Croatoan in the spring after spending winter in the West Indies, but storms prevented his return, and White never made it back to find the colonists (133). Many theories are present to what could have happened to these colonists. The one that most resonates with me is that the colonists assimilated with the natives; and there is much evidence to prove this. First off, the colonists had already befriended the Croatoan, the tribe in which the clue they left was based on. It is not unusual to assume that the starving colony would seek help from the local tribe who had lived there since the existence of their people. Upon settling Jamestown, John Smith had published a book talking about the settlement and the area of what is now Virginia, and in it he reports, Indians had told him of people like the settlers, whom Smith took to be the lost colonists (Kupperman 137). Kuppermans book reiterates the legends of colonists intermarrying with the Indians; Local legends in North Carolina maintain that the lost colonists survived and intermarried with the Indians and that their descendants live in the region today (141). When we look at it from a mo re current standpoint, it is easy to see in todays society that mixed race is everywhere. If you look at a Native American descendant of today, you can tell that he is Native American. But when someone is a child of mixed raced parents, some traits can be more dominant than others. Is it not possible that when the white settlers merged with the Indians that their physical traits were more prominent that the whites? This would defend the statement that most of the surviving colonists and their descendants were hard to discover, due to the fact that they merely blended in with the rest of the Indians. By the time America became more settled, the original lost colonists of Roanoke would have been dead. More evidence of survival of the Roanoke settlers is backed up by James Horns article titled Roanokes Lost Colony Found? It speaks of a Powhatan named Machumps who traveled to England and told the English of an Indian tribe forming two story houses made of stone, and they did this after being taught by English who survived the slaughter of Roanoke. On a side note, the slaughter on Roanoke was an attack on the village by local Indians, which led people to believe that the colonists had all perished. According to this article, it could very well be possible that some escaped and survived. John White has a recorded journal entry that he wrote, detailing the request that the colonists made, suggesting that he return to England to update Raleigh on their status and get supplies. In the colonists request they state, à ¢Ã¢â€š ¬Ã‚ ¦for the present and speedie supllie of certain our knowen, and apparent lackes, and needs, most requisite and necessarie for the good of usà ¢Ã¢â€š ¬Ã‚ ¦uncessa ntly requested John Whiteà ¢Ã¢â€š ¬Ã‚ ¦in all our behalfes to passà © into Englande. (Quinn, The Roanoke Voyages). This journal entry even more stresses the fact that the colonists supplies were dwindling. Since John White didnt return, the only option for supplies they had was living with the Croatoan. In Lois Miner Hueys book American Archaeology Uncovers the Earliest English Colony, she speaks of a glass trade beadà ¢Ã¢â€š ¬Ã‚ ¦and three brass disks. (20). These items, were no doubt offered as necklaces in exchange for food or other goods (Huey 20). The English could have probably survived for quite some time on bartering trades with the Natives alone. While clues like this and many others are found, no one will know for sure if they used them to trade for food. In the end, the Lost Colony of Roanoke will always be a mystery. I do not believe that in my lifetime they will uncover the certain truth. Judging by the facts that I have read, and the references that I have researched, the only plausible idea is that the colonists assimilated with the Croatoan. The colonists left the carving in the tree to signal to John White that, upon his return, he should look for them there. Also, the Indian immigrant Machumps speaking of English existence within the tribes reinforces the idea. Even from the viewpoint of today, when we look around at how intensely diverse our culture is, it is not hard to believe that back then at the beginning of our America, the English could have started mixing with foreign races. Maybe they mixed because that is the only way they would have survived and kept their bloodline going. Roanoke is the Lost Colony, but I believe the distant relatives of the colonists are among us, today.

Student Preparedness :: essays research papers

The article titled 'Teaching Responsibility'; deals with the issue of student preparedness after high school. The article brings up the recent case of Jonathan Govias who is suing his private high school stating that the school did not prepare him for university. The article goes on to give two examples, one in Virginia and one in Ontario of how these types of problems are being dealt with. The editor agrees s that the school system should be held more responsible for its graduates, but makes it clear that lawyers only complicate matters. I believe that Jonathan Govias' case should be heard in a court of law due to the fact that schools have a certain responsibility and if it is not met then something needs to be done about it. I am in total disagreement with the Ontario's school plan to get rid of this problem and am a total fan of the Virginia pilot project, because unlike the Ontario plan they are actually looking to help the students and not their own pockets. After dropping out of his first year engineering program at the university of Alberta, Jonathan Govias decided to sue his alma mater for a total of $140,000 claiming that the school failed to fully prepare him for what university had in store for him. Jonathan attended a private school, and as we all know private schools charge a large amount of money in order to provide a better education for its students. That is why parents enroll their children in private schools. Jonathan after graduating got accepted in the engineering program, which is a hard program to get into since a high average is necessary. Private education costs money, therefore making it a business that provides services and like any other business should be held responsible if their services fail, or does not meet the standard that the school promises to meet. I believe that the school is very much responsible for Jonathan's post secondary education. Private schools take pride in the fact that they can provide a bett er education than public schools and that they prepare their students with the tools they need to survive in the university world. It is also important to note that this case has not yet been decided in favor of Jonathan and that Jonathan should be given a chance to prove himself. The fact that this action against the private school is taking place shows that Jonathan has just cause for his decision to take his case before the judge.

Essay --

Ken Griffey Jr., Barry Bonds, Ozzie Smith, and Tony Gwynn; What do they all have in common? They are all some of the most famous African-American baseball players to ever play in the Major Leagues. One man, though, made it possible for all of them to play in the Major Leagues. That man’s name is Jackie Robinson. Although Jackie Robinson faced many adversities throughout his lifetime, he persevered and became the first African-American in Major League Baseball, breaking the color barrier and changing the world of baseball forever. Jack Roosevelt Robinson was born on January 31, 1919, in Cairo, Georgia, to Jerry and Mallie Robinson. President Theodore Roosevelt, who died twenty-five days before Robinson was born, was the inspiration for his middle name (42 Facts). Robinson’s first stint with adversity came just six months after he was born when his father abandoned the family and ran off to Texas with the neighbor’s wife. Robinson and his four older siblings were raised single-handedly by their mother. After his dad deserted the family, Robinson’s mother decided to sell what little they had and move herself and her children in with her brother in Pasadena, California (Robinson, Jackie). While his mother was at work, Robinson would go to school with his older sister, Willa Mae, but since he was not old enough to be enrolled, he would often times have to sit in the sandbox outside of the school all day. Robinson’s first encounter with racial scrutiny came when he was about eight year s old. He was sweeping the sidewalk when a little white neighbor girl shouted â€Å"Nigger, nigger, nigger!† at him. He was old enough to know how to respond and did so by calling the little girl â€Å"cracker.† Her father stormed out of the house to confront Rob... ...ican TV sports analyst. He broadcasted for ABC’s MLB Game of the Week in 1965 (42 Facts). On October 24, 1972, Robinson died from complications of diabetes in Stamford, Connecticut, at the age of 53. Many people say the diabetes worsened because of the stress he was under throughout his life. In June of that year, the Dodgers retired Robinson’s uniform number of 42 and all the teams in the league began to follow and also retire the number 42. Baseball would be extremely different than it is now if it was not for Jackie Robinson. He did not just break the color barrier, he showed this country that if you never give up, great things can happen. He brought whites and blacks together in a time where it was hard to do such a thing. Jackie Robinson will always be one of the greatest baseball players in the history of the game. After all, he was pushed to be the greatest.

Ethics, values, and social responsibility Essay

In the finance field there are a number of ethical issues although many issues in this field are governed by law. Ethical issues in finance include individual conduct, financial institution operations and financial markets operations. In this field people are trained to perform different duties and thus finance ethics is diversified. However, the top five issues in this field include honesty and fairness, fraud, conflicts of interest, discrimination and information technology. Honesty and fairness in this field has raised much dispute. Because of the intense competition in the world, many people view the conditions in a business to be similar to those in a game of sport or war and thus anything is considered to be fair. On the other hand there are those who argue that not everything is considered to be honest and fair. This has therefore led to ethical issues in this field regarding what is ‘honest and fair’ and what is not. Conflicts of interest is mainly observed in situations where an individual is placed in a position of making a decision on whether to pursue personal interests or the interests of other individuals or business. Similar, it can involve an organization making a choice on whether to pursue own interests or the interest of the society. The issue concerning fraud primarily entails the disclosure of valuable information which is vitally important for security. It also involves misrepresentation of material evidence intentionally. There are several types of fraud and this may include; accounting, marketing and consumer fraud. Discrimination is an ethical issue which can involve an individual or a business. Some individuals or businesses abuse others by enticing them and exploiting them. In addition to that it may include issues regarding race, gender among others. To add to that there are some cases which involve price discrimination. In information technology, the issue entails the privacy and confidentiality of information on matters concerning the employees and consumers. Privacy and confidentiality is essential in this field however there may be some cases where it is not ensured. This has therefore led to ethical issues concerning what is privacy. In addition to that there are ethical issues which involve protection of intellectual property. Ranking The top five issues can be arranged in descending order as honest and fairness, conflict of interest, fraud, discrimination and information technology (College of Micronesia, n. d. ). Honesty and fairness are major issues since they affect all levels of an organization, and are much experienced by society. Furthermore, controlling this issue other issues will be taken care of. For instance, an organization which is honest and fair, issues concerning fraud, discrimination, conflict of interest and information technology are minimal. Analysis Honesty and fairness In the financial market fairness is taken to mean a level playing field for everyone. However, in most cases the playing field is unleveled and this can be attributed to issues concerning inequalities in the bargaining power, possession of information, resources available, among others. Inequalities in the bargaining power and resources are considered to be ethical only when used coercively and violate rights and obligations (Frederick, 2002). This implies that individuals or organization are only allowed to use their advantages in ways that are considered fair to others. Additionally, individuals can use their resources to acquire information which they are entitled to exploit to their advantage. This has made access to information an issue of investment thereby leading to inaccessibility to critical information by some individuals. To acquire information individual must invest adequate resources. Ethical issues arise over accessibility of information, how the information should be distributed to ensure equality. Fraud In sales concerning financial products like insurance policies, loans, mutual funds among others, application of ethical standards is a requirement. Hence businesses are given the mandate to ensure adequate material information is available. There are regulatory agencies which monitor prospectus for mutual funds, however, personal sales and advertisements can contain false or misleading information (Frederick, 2002). Additionally, this is an issue which has been observed in the stock market and in many businesses. Some individuals conceal valuable information to lure more customers to their businesses. For instance, in the stock market assets of a particular organization may be inflated or some of its liabilities may be concealed. This issue has led to large losses in many investment companies and to individuals (Frederick, 2002). Since assessing the risk and suitability for an investment has been made difficult with inadequate material information. Conflict of interest This is issue which is primarily observed in agents, fiduciaries and financial managers, in which the personal interest interferes with the interests of the organization or society. Agents and fiduciaries are given the mandate to act on behalf of others in exercising judgment, however, in cases where they stand to gain personally their judgments may be compromised. Additionally, financial managers are given the mandate to manage assets prudently and thus avoid using them for personal gains however, in some cases conflict of interest might occur. For instance, management buyouts whereby a group of managers take a public organization to be private are an ethical issue. This issue occurs mainly since the actions to be performed by an individual are not fully specified before the transaction and thus an individual is given a wide range of options. In addition to that they are not closely monitored and evaluated. This has led to huge losses being incurred by individuals and companies. For instance, some banks have collapse and this was attributed to rogue traders (Frederick, 2002). Discrimination This issue observed mainly in financial products and it involves abusive practices of selling such as flipping and twisting. In flipping one loan is replaced by another for generation of additional fees. While in twisting, insurance agents persuade their clients to replace the existing policy in order to get commission (Frederick, 2002). Some financial institution abuse poor individuals by offering them loans of high interest and by adding little values to lure them. Furthermore, in some institutions there are cases of discrimination in employment on matters concerning race and gender. Information technology Maintaining privacy and confidentiality of information in many business has been difficult because of the cost of technology. As technology advances it becomes more expensive to ensure privacy of employees’ and clients’ information. Furthermore, with the increase in number of people of accessing the internet maintaining privacy and confidentiality has become difficult. This has therefore led to loss of confident by the public since they cannot trust some organizations to protect their personal information. Solutions and recommendations The issue of conflict of interests can be addressed by closely monitoring individuals and by changing the structure of the relationship. For instance, the commissions can be focused mainly on performance of the client’s portfolios and not on the volumes of sales. Additionally, professionalism, trust and codes of ethics should be strongly emphasized in relationships in order to guarantee the confidence from the society. Fraud and discrimination issues can be solved in courts. There are laws which were put in place in place to protect people against abuse or discrimination. For instance, the Employment Act protects employees against discrimination and harassment. Furthermore, the pre-dispute arbitration agreement should be amended or individuals should avoid it. This agreement may have several advantages but denies adequate protection to investors. Maintaining privacy and confidentiality of clients’ and employees’ information require much funding. It is essential for organizations to invest more funds in acquiring knowledge and skills concerning privacy and confidentiality in the information technology. By ensuring privacy and confidentiality, public confidence will be build. Social responsibility is essential for ensuring ethical standards are maintained in the society. When making decisions, people should consider their effects to the society and to themselves. This will ensure that ethical issues are maintained. Additionally, since businesses cannot be trusted to maintain ethical standards, some laws have been passed to ensure social responsibility. For instance there are laws concerning consumer safety and environment protection. This is a step forward in ensuring ethical standards. Furthermore, there are some financial institutions which have developed and implemented strict policies that ensure ethical standards are adhered. For instance there are policies concerning privacy and confidentiality of employees’ and customers’ information. In conclusion, maintenance of ethical standards should not be the responsibility of an individual or an organization but should involve the whole society. By maintaining ethical standards the society and organizations will be protected from any harm and at the same time eliminate conflict. Even though ethical standards vary from one society to another, they should be understood and maintained adequately. Reference list College of Micronesia, (n. d. ). Code of Ethics. Retrieved June 18, 2009 from http://www. comfsm. fm/~dleeling/alo/personnel/code_of_ethics. html Frederick R. (2002). A companion to business ethics. Edition: 1. New York: Wiley-Blackwell. pp. 154-59.

Operations Management Essay

1. Discuss how just-in-time manufacturing might affect a Job Shop (Consider both positive and negative impacts on both internal and external operations). Just-In-Time (JIT) manufacturing may affect a Job Shop both positively and negatively. The most important affect is that it improves the performance of job shop production. JIT also eliminates waste and/or decreases work in progress (WIP) in that same sense. JIT allows for products that are produced to fulfill an immediate demand for them. JIT emphasizes on quality. Quality is very important in JIT manufacturing because it decreases or eliminates costs and increases profits by producing high quality products the first time around. JIT allows for quality products to be transformed from raw materials into finished goods as expediently and efficiently as possible without delay. Some of the negative affects are unskilled or untrained workers. They may not make quality products because they are not trained properly or often. It may affect external operations by promoting competitive bidding between vendors to provide needed inventory. Sometimes this can cause friction between long-standing vendors and the company when they’re out bid by another vendor. It can tarnish the business relationship. 2. You operate a dairy farm, raising cows for the production of raw milk products. Briefly identify the levels of vertical integration that you would anticipate being possible for such an operation (include both backward and forward integration in your response). Operating a dairy farm, raising cows, would be a very challenging business to conduct. The competition for market share is outrageous. One level of vertical integration that I would anticipate is to possibly setup my own distribution center. I would face some challenges because I’d have to hire workers with this type of expertise, along with the knowledge of farming. Though I’d have to invest more capital and purchase or allot warehousing space for the added inventory, in the long run it would be much more economically beneficial to my farming business. I would become my own distributor, thus passing these savings to my customers, while gaining market share. Another level of vertical integration would be that I’d purchase more land to have grass to feed my cows, instead of purchasing feed from a feed company. That type of integration is called forward integration. 3. Discuss the concept of the â€Å"Process Spectrum†. Use examples where appropriate. The Process Spectrum is made up of five major types of manufacturing processes that a company may use to get to an end product, or a finished good or service. The continuous flow process is characterized by the flow of material. During this process, the material hardly ever stops, but moves constantly from one process to another. Using the continuous flow process, the time to transform raw material into a finished project can be easily estimated. The Job Shop process is the most flexible of the processes. Unlike the continuous flow process, the Job Shop process it group’s similar equipment together. This most often allows for products to flow from one machine to a different type of machine and back to a previous type of machine, if needed, unlike the continuous flow process. This process fulfills an outside customer’s order by an agreed-upon date and whatever quantity ordered. The batch flow process is most similar to the job shop process, in that the equipment is grouped by function rather than product. Unlike the job shop process, it produces products in an established lot size that move into an inventory from which further production or final customer orders are filled. The Line Flow process mostly resembles a moving assembly line, such as in the auto industry. In contrast to the continuous flow, the line flow is more flexible, less automated, and more labor/worker driven. The hybrid process is where the first part of the flow of materials resembles the batch flow process, while the latter part resembles a line or continuous flow process. In a hybrid process, on process separates the inventory by parts or semi-finished inventory, to be passed to the other process for assembly or finishing. 4. Compare and contrast the â€Å"Worker Paced Line Flow Process† and the â€Å"Machine Paced Line Flow Process† as relates to capital use, process speed, pacing, and materials requirements. In comparing and contrasting the â€Å"Worker Paced Line Flow† and â€Å"Machine Paced Line Flow† processes in reference to capital use, it is fairly cheap to manufacture and or service the customer base in the worker paced line flow than the machine paced line flow. Though the equipment is specially designed to produce the quality products of the company, the difference in capital use is greater in the machine paced line flow because the operations are most likely larger in size than the worker paced line flow process. In a worker paced line flow, the process of making raw material into a finished product is increasingly fast, such as in a fast food restaurant. The customers expect to be served in a decent time frame and expect their food to be fresh, hot, and in good or great quality. The product flow depends on the immediate demand. The greater the customer base, the greater the need to produce products and in a faster pace. However, it is still dependent upon the pace of the workers and their pace is monitored and adjusted by management as deemed fit for customer demand. In a machine flow process, the process of speed is fast. This is based upon the speed of the machine producing the product. However, machines can be set to achieve a set goal by management. In reference to materials requirements, in a worker paced line the amount of material or inventory needed or required is closely estimated by the amount of sales. In a machine paced line flow process, the amount is not known for certain until a production plan is established. 5. Briefly discuss the concept of the â€Å"cost of quality†. Consider both positive and negative costs associated with a typical quality program in a manufacturing facility. My understanding of the term â€Å"Quality is Free† is to make the product to specifications the first time, as to avoid the costs associated with correcting all of the defects. Poor quality could lead to poor customer relations, which is bad because most businesses are advertised through â€Å"word of mouth†. To scrap means to start over from the beginning. That’s not good because you’ve made the product twice at twice the cost. Costs can be mitigated when the products are inspected and tested to detect defects at different stages of WIP, before rolling out to the market. This is a good process to have in place. Ensuring workers are properly trained and cross-trained is a good preventative measure to have in place. The more processes a worker can perform, the more productive the company can be.

Discussing Frankenstein Essay

Living in a society, we are accustomed to completing tasks within minutes if not seconds. With this fact in mind, it is very difficult to comprehend the amount of painstaking labor of Victor Frankenstein. The long days eventually turned into months and then into years. Victor observed worms in a graveyard, collected materials, and painstakingly created a being, complete with the intricacies of a human body and mind. After the realization of his greatest achievement, Victor looked upon the lifeless individual as his creation. As the father of this illegitimate being, Victor is already physically and morally responsible for the creature. Since the very beginning of the experiment, Victor was entrusted with this being. Once the creature opened his yellow eyes, Victor relinquished his task to educate his design. Instead of worrying over the creature’s welfare and the interest of others, he drove from his mind all thoughts of the experiment. The monster was left to fend for itself, learning the basic essentials of survival by what he saw an the only food he could find. Only until the monster hurt something of significance to Victor, did the scientist feel accountable. It is no doubt the monster is now evil. His unanswerable question in life is â€Å"why am I here? † The man who gave him life fled from his side just like the rest of society. Victor, at this point in the story, has a choice. The scientist can either make another life form or suffer earthly torments from the monster. By not completing the request of the creation, Victor handed over the lives of his family and friends. Again, Victor can be held morally responsible for the deaths. Creation tells him to make another life form and everything will be alright. The scientist never realized his mistakes. If he has only taken care of his creation, the deaths of his father, wife, brothers, and sisters could have been avoided. With such a brilliant mind, Victor could have been one of the brightest minds in science. If it were not for the irresponsible beginnings of the experiment, the evil in the creature may have never surfaced. Throughout the novel, Frankenstein, the theme of life and death is pervasive in connection to the moral ignorance of Victor and his monster. Evidently both characters showed a great quantity of wrongdoing; however the awaiting actions are all start from one: the creation of life from science. This was thought of as an impossible task, but would prove to be Frankenstein’s foremost dream and goal for his youth and adolescence. Not realizing the severity of the consequences; Victor succeeded in breeding his creature, which would ironically lead to his future destruction. Being unaware to what a creature might do without the proper nourishment from family or friends, Dr. Frankenstein shunned his own creation even though he had the obligation as a parent to foster his child. However, not only did Victor overlook the proper care for his creation, but he also cursed and criticized the appearance of the wretched monster. Frankenstein assembled the beast to look inhuman and rejected what he purposely created. The grotesque look of his child not only repelled his master, but also disgusted the rest of society. Although Victor did not physically commit murder, his denial as a father to his imperfect being was in fact killing the monster from the start. mention the part when F sees monster for the first time It is now obvious that Victor was the most morally irresponsible. He tried to forget his past, as he did not want to be linked with that daemon which was created by his own hands. Frankenstein exhibited selfishness along with small-mindedness. He first ignored his family upon creating his child and then ignored his child upon escaping his workplace. Victor did not think twice and failed to resolve the problem before it augmented. Just a baby being brought into a new and evidently prejudice world, his creation did not know what to do. The monster had to survive in the dangerous world alone with no one to love or give love in return. He had no one to help him, no one to teach him, no one to feed him, no one to even talk to him. Whenever he helped humans, he would always receive harm. He harmed mankind because they harmed him first. Unquestionably, if he were treated with love, he would return the love tenfold. However, Frankenstein was responsible for the miss-education of the child and for the actions of the child. Moreover, Frankenstein was responsible for the deaths of his friends and family. Being the cause of his own unfortunate destiny, Dr. Victor Frankenstein is clearly the one who demonstrated the least moral responsibility. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Alan Lightman’s “Progress” Essay

In Alan Lightman’s Progress; the writer believes that the general idea about advancement in technology being the measuring scale for society’s progress is a logical fallacy; the two ideas mentioned in this paragraph state Lightman’s self contradictory, yet relative and valid points. In the fourth paragraph Lightman states, â€Å"If progress is human happiness, has anyone shown that Twentieth- century people are happier than Nineteenth-century people?† Alan Lightman makes it clear that technological advancements are not a true indicator of society’s progress. He hints that a better indicator would be â€Å"human happiness†. I agree with the writer because happiness to me is the real measuring scale of progress. Technology has been evolving ever since man invented the wheel. In any given era or time in history the technology or know-how has always been of the highest level; it is only later on in history that makes technology of the past seem old or â€Å"out-dated†. Twenty-five years from now today’s technology will seem obsolete, even though at this present time it is the finest man can manage. Lightman’s second idea comes close to contradicting himself, but it still makes a valid point. The writer states, â€Å"Only a fool would claim that new technology rarely improves the quality of life†. Lightman challenges his earlier statement by indicating that technology improves the quality of life. This is a â€Å"slight† contradiction because if technology â€Å"improves the quality of life†, it aids in human happiness. It indicates that humans are happy when the quality of life is high. Indirectly, the writer points out that advancement in technology helps make people happy. I disagree with this due to the fact that a high-quality lifestyle is not the sole reason why people are happy. People find happiness in non-covetous things such as religion, family, reading, nature etcetera. Lightman’s contradictory ideas lay out a perfect platform for an obscured meaning of progress. In conclusion, there is no specific dimension (indicator) for progress, as the two issues mentioned indicate. Progress can not be specifically defined. The ideas also show the confusion in which the writer is himself in. As Einstein himself said, â€Å"It has become appallingly obvious that our technology has exceeded our humanity.†

Analysis of Dance Essay Example for Free

Analysis of Dance Essay The type of dance I attended was a mix of ballet and modern. This involved group performances as well as individual performances. For the purpose of this paper I will narrow my observations to an individual performance of both ballet and modern and a group performance of both. Dance has the ability to draw it’s viewer in, by captivating the audience with the amount of grace, coordination and talent it’s dancers display. The lines a dancer created with their body is nothing short of amazing. Almost every type of person could appreciate something about dance. One of the first dances of the night was a ballet done, by a 9 year old girl. As she entered the dance area, it became very silent in the auditorium. You could almost hear a needle drop. Her costume was simple, dark in color, not shinny, as if not to distract the audience from her performance. Her white tights provided a focal point drawing the audience to watching the delicate moves she was executing with her legs. She started in first position quickly transitioning to 3rd and before you knew it she was spinning around on only one foot, pointing her toe towards the audience. She had a brief moment where it appeared that she fell out of pose, but immediately pulled herself back together, executing the next pose with perfection. Her face remained unchanged throughout the entire performance. She demonstrated perfect C shaped arms as she held them in the air bringing all her weight from her heels to the tips of her toes. This performance was very impressive for such a young girl. What I sometimes miss it facial expressions, but I suppose by the absence of expression the girl is allowing your mind to go wherever the music takes you. The next performance came from a 15 year old girl and best fit the description of modern dance. Her costume was bright, shinny, and created the illusion of movement. Many of the movements executed by this performer involved being on the floor, or bending over. Her arm movements were not as precise. It was as if a choreographer told her she could place her arms however she wished, in stark contrast to the ballet dance that required very precise movements. This dance appeared much slower. I did not enjoy this dance as much as I felt the bold costume and music distracted the viewers from the talent behind the dancer. She too was expressionless when she danced. The way the stage lights reflected off her costume created a glowing effect on the dancer. The group ballet was absolutely beautiful. Some of the dancers started as if they were asleep or dead, all bent over, while other dancers began in the upright position. As the dancers began to move across the stage, the dancers in the downward position began to arise. It created the illusion that the dancers were giving life to an otherwise lifeless creature. They all began dancing in unison across the stage, with pose and grace, up on their toes. They were always careful to have the correct position with their arms and legs, and toes pointed. They made this type of dancing look effortless, while executing it with such precision. No one fell out of pose during this dance, everyone knew their place and performed with great precision. As the dance ended they all went into a downward pose, creating the illusion that they were all lifeless again. What a brilliant analogy, this dance presented. Many things around us are lifeless, dull and boring, it is the people who occupy the space that gives it life and meaning. Just like dance gives life and many to those who watch it or perform it. The last dance was the group modern dance. This was my least favorite. I would almost say that it appeared sloppy and ill choreographed. At times I wondered if the girls were supposed to be doing the same movements and some were behind or if it was meant to look like a ripple effect. It did not look like either to me. Through watching these dances it became very obvious to me that I prefer ballet to modern dance. I was uncertain of the reason until the lady seated behind me said,† I loved their modern group dance†. I thought I miss heard her, but yes that was what she said. She even went on to say that they had won a competition doing that very dance. It was at that point I realized dance is for everyone. While I prefer the more precise movements, other people can enjoy the chaos of modern dance. I tend to be a perfectionist and I had nothing to gage the movements of the modern dance on. But I loved the ballet where you could tell when perfect pose was achieved. So I do believe a dance recital like this should appeal to all types of people, offering a great variety. Analysis of Dance. (2016, Nov 25).

Global warming is it real or not Research Paper

Global warming is it real or not - Research Paper Example Due to the rise in temperature, much of the living organisms are affected most of which die. Researchers suggest that the rise in the concentration of these greenhouse gases results in the Earth getting warmer gradually. This concentration occurs, for example, by the release of gases like CO2 in the atmosphere through natural processes and also by industries and factories that burn fossil fuels. Deforestation is another cause of increase in CO2 concentration in the atmosphere since trees are the most important absorbers of CO2 and when they are cut down, CO2 increases and thus concentrates the atmosphere. The debate whether global warming is real or not is going on and it is being researched whether increase in the level of greenhouse gases like CO2 will eventually lead to man’s death by warming up the Earth to an unacceptable level. In my view, global warming is as important an environment issue as air pollution or ozone depletion is, and needs serious consideration so as to save the Earth and the life. Reason 1 Now, I discuss the reasons behind my thesis statement. I believe that global warming is real because the stakeholders are many. Humans are being affected by this problem and will continue to get affected if it is not solved. Human beings are the most important stakeholders of global warming and are also the cause of it. They will have to understand that their communities are at stake due to abrupt rise in sea level, massive storms and hurricanes, and heat and cold waves. For example, the year 2007 brought worst floods in the history of many countries like Malaysia, UK, North Korea, and other African countries. Pakistan saw the worst flood in 2010 that took millions of lives and took the shelter of thousands of people. After human beings, the next important stakeholders are the animals and plants. Some animals are able to move to places of acceptable temperature but some are not able to cross the mountain barriers and waters. Plants cannot move, so they die. Another stakeholder is the global governments whose vision toward solving the issue of global warming depends upon the views of their citizens. Many of these governments have not taken satisfactory moves toward the solution of global warming but there are other examples like Kyoto Protocol of 1997 which planned to counter the climate change issue. The Southern Baptist Convention of June 2007, which was considered as the country’s largest Protestant denomination (Miller, 2008, p.128), raised concerns about the fact that global warming will continue to affect the poor of the country because even if steps are taken to counter global warming by reducing the number of factories that emit CO2, this will result in an increase in the cost of energy that will ultimately affect the poor. Businesses are the only stakeholders that will not make movements against the global arming issue so much so that they will even try to stop the decrease in global warming. This is because businesses tend to run such factories and industries that emit CO2 into the atmosphere and no business would want to end his business. But not all businesses work in this manner. For example, FedEx is such a company that tends to decrease global warming by shifting its entire fleet of delivery trucks to hybrids. Reason 2 I believe that global warming is real also because it is resulting in many climate changes. Everybody will