Caring for Children and Young People Unit 10 Level 3 Ext

Unit 10 Caring for children young people P1-There are many different reasons why children and young people may need to be looked after which are unforeseen, unexpected and planned situations. Common reasons could involve family related issues including: family breakdown, bereavement, loss of parent, illness or incapacity of a parent such as: hospitalisation, substance misuse or mental health needs, which means there is no one else to provide care. A Child or young person are suspected or actually being maltreated. Children and young person related: health issues, behavioural problems, disability, learning difficulties or rejection by parent as a result of a new partner or because of the child or young person’s behaviour. The child or†¦show more content†¦Therefore, the parent/s who abuse alcohol, solvents and/or prescription and/or recreational drugs wont have the ability to fully meet their child/childrens needs, so they will need to be taken from the situation and placed into care. Most children will be ab le to return to home if the parent/s are no longer users. Otherwise the child/children will stay in care. Maltreatment/abuse- Maltreatment and abuse are an act of cruel or inhumane treatment, within the family, outside of family, in a care setting or by a stranger. It is when a person puts someone in harms way or inflicts pain on someone: physically, emotionally, intellectually or sexually. Physically a child could be harmed by: beatings, burning, scalding, poisoning, starvation or any other physical way of hurting or injuring a child. A child could be neglected by not receiving their essential needs such as: food, water, shelter, warmth and protection. Emotionally a child could receive ill treatment by someone telling them unpleasant things such as: saying they are inadequate, worthless and unloved; humiliation and criticism can also emotionally harm a child; treating a child differently to other children; not interacting with a child etc. The child will need to be taken away from this situation and placed into care either permanently or temporarily until the parent/s are seen fit for care of the child. Intellectually aShow MoreRelatedCOM3708 Portfolio UNISA4997 Words   |  20 Pages 2 1.2.3 Research questions 3 1.2.4 Unit of analysis 3 1.2.5 Population(s) 4 1.2.6 Sampling procedures Read More2006 Arroyo Case Study31910 Words   |  128 PagesChallenges †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ xxi Category 1—Leadership 1.1 1.2 Senior Leadership †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Governance and Social Responsibilities†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 3 Category 2—Strategic Planning 2.1 2.2 Strategy Development †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Strategy Deployment †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 8 Category 3—Focus on Patients, Other Customers, and Markets 3.1 3.2 Patient, Other Customer, and Health Care Market Knowledge †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Patient and Other Customer Relationships andRead More2006 Arroyo Case Study31910 Words   |  128 PagesOrganizational Challenges †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ xxi Category 1—Leadership 1.1 1.2 Senior Leadership †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Governance and Social Responsibilities†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 3 Category 2—Strategic Planning 2.1 2.2 Strategy Development †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Strategy Deployment †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 8 Category 3—Focus on Patients, Other Customers, and Markets 3.1 3.2 Patient, Other Customer, and Health Care Market Knowledge †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Patient and Other Customer Relationships and SatisfactionRead MoreStrategic Marketing Management337596 Words   |  1351 Pagesmarketing/strategy interface Summary xi xiii 1 3 3 7 11 19 37 41 43 45 45 50 53 70 71 75 77 79 79 80 81 86 88 89 101 102 104 107 109 Stage One: Where are we now? Strategic and marketing analysis 2 Marketing auditing and the analysis of capability 2.1 2.2 2.3 2.4 2.5 2.6 2.7 Learning objectives Introduction Reviewing marketing effectiveness The role of SWOT analysis Competitive advantage and the value chain Conducting effective audits Summary 3 Segmental, productivity and ratio analysis 3.1Read MoreThe Marketing Research of Brainquiry33782 Words   |  136 Pagesas mentioned before. If more contacts are needed they can be found by using the means stated in the sources part of the research. The excel file gives furthermore general information about private insurance companies and an overview of how many people do have which mental disorder in Germany. In the report the promotional part gives an overview of means to use regarding the target groups being looked at by Brainquiry. The final report of the Netherlands consist of following parts: excel files

The Hunters Phantom Chapter 15 Free Essays

As soon as Elena spoke Caleb’s name, the person on the cliff began to pul back out of their line of sight. After a moment of hesitation, Matt took off running pel -mel up the path toward where they’d seen him. It should have been sil y, Elena thought, the way they al reacted as if they’d been threatened. We will write a custom essay sample on The Hunters: Phantom Chapter 15 or any similar topic only for you Order Now Anyone had a right to hike the trails at Hot Springs, and Caleb – if it was Caleb – hadn’t done anything but peer down over the edge of the cliff at them. But nevertheless, there had been something ominous about the figure hovering so watchful y above them, and their reaction didn’t feel sil y. Bonnie gasped and her body relaxed as she came out of the trance. â€Å"What happened?† she asked. â€Å"Oh, gosh, not again.† â€Å"Do you remember anything?† Elena said. Bonnie shook her head mournful y. â€Å"You said, ‘He wants you, Elena,'† said Celia, examining Bonnie with a clinical y enthusiastic glint in her eye. â€Å"You don’t remember who you were talking about?† â€Å"I guess if he wanted Elena, it could have been anyone,† Bonnie said, her eyes narrowing. Elena stared at her. Had there been an uncharacteristic catty edge to Bonnie’s tone? But Bonnie grinned rueful y back at her, and Elena decided the comment had just been a joke. A few minutes later, Matt came back down the path, shaking his head. â€Å"Whoever it was just vanished,† he said, his forehead crinkled in confusion. â€Å"I couldn’t see anyone on the trail in either direction.† â€Å"Do you think he’s a werewolf, like Tyler was?† Bonnie asked. â€Å"You’re not the first person who’s asked me that,† Elena said, glancing at Stefan. â€Å"I just don’t know. I don’t think so, though. Caleb seems total y nice and normal. Remember how wolfy Tyler was even before he became a werewolf? Those big white teeth and his sort of animalness? Caleb’s not like that.† â€Å"Then why would he spy on us?† â€Å"I don’t know,† Elena said again, frustrated. She couldn’t think about this now. Her mind was stil swimming with the question: Could Damon be alive? What did Caleb matter, compared to that? â€Å"Maybe he was just hiking. I’m not even sure it was Caleb. It could have been some other guy with curly blond hair instead. Just a random hiker who got scared off when Matt went charging up the hil toward him.† Their discussion went in circles until eventual y Alaric took Meredith off to the hospital to have a doctor check out her ankle. The rest of them adjourned to the top of the fal s to gather up the picnic stuff. They al nibbled at the chips and brownies and fruit, and Matt made himself a hot dog on the hibachi gril , but the joy had gone out of the day. When Elena’s phone rang, it was a welcome relief. â€Å"Hey, Aunt Judith,† she said, forcing a cheerful note into her voice. â€Å"Hi,† Aunt Judith said hurriedly. â€Å"Listen, I have to go to the auditorium to help do al the girls’ hair and makeup, and Robert already wil have to leave work early to get to the recital on time. Would you do me a favor and pick up some flowers for Margaret on your way over? Something sweet and bal erinaish, if you know what I mean.† â€Å"No problem,† Elena said. â€Å"I know exactly what you mean. I’l see you there.† She wanted to forget for a while: forget mystery hikers and near-drownings and her constant alternating feelings of hope and despair about the appearance of Damon’s name. Watching her little sister twirl around in a tutu sounded just about right. â€Å"Terrific,† said Aunt Judith. â€Å"Thank you. Wel , if you are al the way up at Hot Springs, you’d better start heading home soon.† â€Å"Okay, Aunt Judith,† Elena said. â€Å"I’l get going now.† They said good-bye, and Elena hung up and started gathering her things together. â€Å"Stefan, can I take your car?† she asked. â€Å"I need to get to Margaret’s dance recital. You can give him a ride back, right, Matt? I’l cal you guys later and we’l work on figuring this out.† Stefan got to his feet. â€Å"I’l come with you.† â€Å"What?† said Elena. â€Å"No, you need to stay with Celia and get to the hospital to take care of Meredith, too.† Stefan took her arm. â€Å"Don’t go, then. You shouldn’t be alone now. None of us are safe. There’s something out there hunting us, and we need to al stick together. If we don’t let each other out of our sight, then we can al protect one another.† His leaf green eyes were clear and ful of anxiety and love, and Elena felt a pang of regret as she tugged her arm gently out of his grasp. â€Å"I need to go,† she said quietly. â€Å"If I spend al my time being scared and hiding, then the Guardians might as wel have let me stay dead. I need to be with my family and live as normal a life as I can.† She kissed him gently, lingering for a moment against the softness of his lips. â€Å"And you know they haven’t targeted me yet,† she said. â€Å"Nothing’s spel ed out my name. But I promise I’l be careful.† Stefan’s eyes were hard. â€Å"What about what Bonnie said?† he argued. â€Å"That he wants you? What if that means Caleb? He’s hanging around at your house, Elena! He could come after you at any time!† â€Å"Wel , I’m not going to be there. I’l be at a dance recital with my family beside me,† Elena pointed out. â€Å"Nothing wil happen to me today. It’s not my turn yet, is it?† â€Å"Elena, don’t be stupid!† Stefan snapped. â€Å"You’re in danger.† Elena bristled. Stupid? Stefan, no matter how stressed or anxious, had never treated her with less than total respect. â€Å"Excuse me?† Stefan reached for her. â€Å"Elena,† he said. â€Å"Let me come with you. I’l stay with you until nightfal and then keep watch outside your house tonight.† â€Å"It’s real y not necessary,† Elena said. â€Å"Protect Meredith and Celia instead. They’re the ones who need you.† Stefan’s face fel , and he looked so devastated that she relented a little, adding, â€Å"Please don’t worry, Stefan. I’l be careful, and I’l see you al tomorrow.† His jaw clenched, but he said nothing more, and she turned to make her way down the trail, not looking back. Once they were back at the boardinghouse, Stefan couldn’t relax. He couldn’t remember ever, in al his long life, feeling so edgy and uncomfortable in his own body. He itched and ached with anxiety. It was as if his skin were fitted too tightly over his bones, and he moved irritably, tapping his fingers against the table, cracking his neck, shrugging his shoulders, shifting back and forth in his chair. He wants you, Elena. What the hel did that mean? He wants you. And the sight of that dark, hulking figure up on the cliff, a shadow blotting out the sun, those golden curls shining like a halo above the figure’s head†¦ Stefan knew he should be with Elena. Al he wanted to do was to protect her. But she had dismissed him, had – metaphorical y, at least – patted him on the head and told him to stay, faithful guard dog that he was, and watch over someone else. To keep someone else safe. No matter that she was clearly in danger, that someone – some he – wanted her. Stil she didn’t want Stefan to be with her right now. What did Elena want? Now that Stefan stopped to think about it, it seemed that Elena wanted a host of incompatible things. To have Stefan as her loyal knight. Which he would always, always be, he asserted to himself, clenching his fist tightly. But she also wanted to hold on to the memories of Damon, and to keep that part of her she had shared with him private and pristine, separate from everyone else, even from Stefan. And she wanted so much more, too: to be the savior of her friends, of her town, of her world. To be loved and admired. To be in control. And to be a normal girl again. Wel , that normal life she had lived had been destroyed forever when she met Stefan, when he made the choice to let her into his world. He knew it was his fault, al of it, everything that fol owed after that, but he couldn’t be sorry that she was with him now. He loved her too much to have any room for regret. She was the center of his world, but at the same time, he knew it wasn’t the same for her. A hole inside him gaped with longing, and he moved restlessly in his chair. His canine teeth lengthened in his mouth. He couldn’t remember the last time he had felt so†¦ wrong. He couldn’t get the image of Caleb out of his head, looking down at them from the top of the cliff, as if checking to see whether whatever violence he’d hoped to cause had come to pass. â€Å"More tea, Stefan?† Mrs. Flowers asked him softly, breaking into his furious thoughts. She was leaning forward over a little table with the teapot, her wide blue eyes watching him from behind her glasses. Her face was so compassionate that he wondered what she could see in him. This elderly, wise woman always seemed to perceive so much more than anyone else; perhaps she could tel how he was feeling now. He realized she was stil waiting politely for his answer, the teapot suspended in one hand, and he nodded automatical y. â€Å"Thank you, Mrs. Flowers,† he said, offering forth his cup, which was stil half-ful of cold tea. He didn’t real y like the taste of normal human drinks; he hadn’t for a long time now, but sometimes drinking them made him fit in, made the others relax a bit more around him. When he didn’t eat or drink at al , he could sense Elena’s friends prickling, the hairs on the back of their necks rising, as some subconscious voice in them noted that he was not like them, adding it to al the other little differences he couldn’t control, and thereby concluding he was wrong. Mrs. Flowers fil ed his cup and sat back, satisfied. Picking up her knitting – something pink and fluffy – she smiled. â€Å"It’s so nice to have al you young people gathered together here,† she commented. â€Å"Such a lovely group of children.† Glancing at the others, Stefan had to wonder whether Mrs. Flowers was being gently sarcastic. Alaric and Meredith had returned from the hospital, where her injury had been diagnosed as a mild sprain and taped up by the emergency room nurse. Meredith’s usual y serene face was tight, probably at least partial y because of the pain and her irritation at knowing she’d have to stay off her foot for a couple of days. And partial y, Stefan suspected, because of where she was sitting. For some reason, when Alaric had helped her hobble into the living room and over to the couch, he had parked her directly next to Celia. Stefan didn’t consider himself an expert on romance – after al , he’d lived for hundreds of years and fal en in love only twice, and his romance with Katherine had been a disaster – but even he couldn’t miss the tension between Meredith and Celia. He wasn’t sure whether Alaric was as oblivious to it as he seemed or whether he was pretending obliviousness in the hope that the situation would blow over. Celia had changed into an elegant white sundress and sat flipping through a journal titled Forensic Anthropology, looking cool and composed. Meredith was, in contrast, unusual y grimy and smudged, her beautiful features and smooth olive skin marred by tiredness and pain. Alaric had taken a chair next to the couch. Celia, ignoring Meredith, leaned across her toward Alaric. â€Å"I think you might find this interesting,† she said to him. â€Å"It’s an article on the dental patterns in mummified bodies found on an island quite near Unmei no Shima.† Meredith shot Celia a nasty look. â€Å"Oh, yes,† she said quietly. â€Å"Teeth, how fascinating.† Celia’s mouth flattened into a line, but she didn’t reply. Alaric took the magazine with a polite murmur of interest, and Meredith frowned. Stefan frowned, too. Al the tension humming between Meredith, Celia, and Alaric – and now that he was watching, he could tel that Alaric knew exactly what was going on between the two young women and was flattered, irritated, and anxious in equal parts – was interfering with Stefan’s Powers. While he’d sat and sipped his first cup of tea, reluctantly fol owing Elena’s command to â€Å"stay,† Stefan had been sending out tendrils of Power, trying to sense whether Elena had made it home, whether anything had stopped her on her way. Whether Caleb had stopped her. But he hadn’t been able to find her, even with his senses extended to their utmost. Once or twice, he’d caught what felt like a fleeting impression of what might be the very specific sound, scent, and aura that unmistakably meant Elena, but then it slipped away from him. He’d blamed the fact that he couldn’t locate her on his weakening Powers, but now it was clear to him what was keeping him from finding her. Al the emotion in this room: the pounding hearts, the flushes of anger, the acrid scent of jealousy. Stefan pul ed himself back, tried to quel the rage rising within him. These people – his friends, he reminded himself – were not purposely interfering. They couldn’t help their emotions. He took a swig of his rapidly cooling tea, trying to relax before he lost control, and winced at the taste. Tea wasn’t what he was craving, he realized. He needed to get out to the forest soon and hunt. He needed blood. No, he needed to find out exactly what Caleb Smal wood was up to. He stood up so abruptly, so violently, the chair rocked unsteadily beneath him. â€Å"Stefan?† Matt asked in an alarmed voice. â€Å"What is it?† Bonnie’s eyes were enormous. Stefan glanced around the circle of distracted faces, now al watching him. â€Å"I have to go.† Then he turned on his heels and ran. How to cite The Hunters: Phantom Chapter 15, Essay examples

My High School Days Essay Example For Students

My High School Days Essay In my days of high school, I was what I considered to be a normal, obnoxious teenager; always thrill seeking and getting into trouble. I would hang out and go to parties rather than taking a few hours out of my unproductive days to complete my homework. It would have been so much easier spending a few hours on something important rather than spending countless hours on my social life which I did not benefit from. My perspective on life was surreal in the sense that I never worried about taking on my own responsibilities. After all, my responsibilities took care of themselves, although not to the high standard they should have been. I did not take the time to be a productive student, mostly because I felt like I was doing what every other disobedient teenager on my team was doing. In fact, Coach Smart had never dealt with so many immature adolescent boys. It must have been a struggle for him to deal with such a facetious class. I could tell by the seriousness of his tone when he first lectured and used his brilliant quotation that changed the way I thought about school and wrestling. I would have to say that Coach Smart came in at the right moment in my life. If it had been at any other time I may not have understood his quotation to the fullest. One afternoon at wrestling practice Coach Smart walked into the gym to find a circus of untamed acrobats instead of what should have been a disciplined team. It was a sight of a complete utter chaos. His sudden presence of power and authority in the room was unsuspected. Taken by surprise, the room fell silent as the wrestlers stood at attention before Coach Smart. He then began talking about how as a team we need to change the way we apply ourselves during conditioning if we plan to achieve victory. I remember wanting to win our matches, however I recall rarely putting enough effort into practices to acquire a win. Coach Smart drove home his point through sharing his quotation, The key to success in any endeavor is self discipline, every day, in every way, on any play.   The wrestlers interpreted his quotation in many ways, but I believe I understood it in the most effective way. Immediately I realized that in every endeavor a particular goal must be met. To reach that goal you have to put time and effort. Another way to achieve a goal, such as a class assignment, is to complete the required work in order to gain the desired grade. There are a lot of ways to gain self discipline in order to achieve lofty goals. For instance, writing a English paper in two weeks of time, many would say no thank you!   However, if you spend time and effort towards writing a paper, it will be easy for the most part. In order to accomplish my endeavors I feel like I have to discipline myself by eliminating all of the distractions in life, whatever they may be. For example, my daily distractions are television, the computer, a video game console, and sometimes even my girlfriend. While these are my main distractions in my life I must admit I love them because they are my means of escape. Although I enjoy the time away from my rigorous schedule, I need to prioritize my time, and this is where self discipline falls into place. It is extremely important to discipline myself in order to avoid all the distractions and apply myself more productively by asserting self discipline. Self discipline empowers me to accomplish the tasks that most people say no thank you! Coach Smarts quotation was meant for wrestlers to apply towards the sport when he stated, every day, in every way, on any play. .u36e98da5ac94660153a2853740052a28 , .u36e98da5ac94660153a2853740052a28 .postImageUrl , .u36e98da5ac94660153a2853740052a28 .centered-text-area { min-height: 80px; position: relative; } .u36e98da5ac94660153a2853740052a28 , .u36e98da5ac94660153a2853740052a28:hover , .u36e98da5ac94660153a2853740052a28:visited , .u36e98da5ac94660153a2853740052a28:active { border:0!important; } .u36e98da5ac94660153a2853740052a28 .clearfix:after { content: ""; display: table; clear: both; } .u36e98da5ac94660153a2853740052a28 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u36e98da5ac94660153a2853740052a28:active , .u36e98da5ac94660153a2853740052a28:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u36e98da5ac94660153a2853740052a28 .centered-text-area { width: 100%; position: relative ; } .u36e98da5ac94660153a2853740052a28 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u36e98da5ac94660153a2853740052a28 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u36e98da5ac94660153a2853740052a28 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u36e98da5ac94660153a2853740052a28:hover .ctaButton { background-color: #34495E!important; } .u36e98da5ac94660153a2853740052a28 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u36e98da5ac94660153a2853740052a28 .u36e98da5ac94660153a2853740052a28-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u36e98da5ac94660153a2853740052a28:after { content: ""; display: block; clear: both; } READ: My Acquaintance With Africa EssayAlthough I believe that the message is applicable to anything a person sets out to accomplish in life, I apply this message, most importantly, towards my educational outlook. Coach Smarts significance towards my life has been astonishing. I can see change, not only in myself, but in the goals that I have achieved. I would say that I am a lot smarter than I was before I acknowledged the quotation. The way I take action towards any of my endeavors that I partake is a result of figuring myself out to becoming committed by making progress in my educational outlook. I feel more confident in my efforts towards accomplishing my goals. I now analyze every goal by figuring out the requirements needed and remove all of the distractions that would interfere, out of my life. I hate the feeling that I stress about my goal while I am being distracted or procrastinating my endeavors. Currently, I now consider all of my goals easier than ever imagined. One key factor in any endeavor is truly self discipline. It has become a constant instinct to discipline myself and put the priorities in front, thereby setting aside all of the unproductive things I do. Over all, I am thankful for having Coach Smart played a significant and inspirational role in my student life. I fully realize the guidelines he has set me to become not only a better athlete, but a better person and student as well. I am now a college student that has great confidence meeting challenges to help me achieve my goal. I cannot imagine myself without Coach Proctor for taking his time and effort in trying to help me find the dedicated self that I am today. The most effective and meaningful way he influenced me was by sharing his brilliant quotation The key to success in any endeavor is self discipline.

Nationalism in Music free essay sample

Nationalistic music Is often characterized by pieces having elements of folksongs, folk dances, and folk rhythms. Or subjects for operas and symphonic poems which reflect the national life or history (The Oxford Dictionary of Music 2013). Nationalism in music should inspire people to celebrate the glorious history, cultural characteristics, and cherished values and virtues of their own nations (G. Hubert 2012, p. L). However, Definitions of nationalism depend, of course, on definitions of the nation.It is not likely that consensus will ever be reached on the precise meaning, since different definitions serve different Interests (Tarsuss 2013). Composers such as Jean Sublime, Antonio Dobra, and Vaughan Williams are examples of nationalistic composers (The Oxford Dictionary of Music 2013). As stated above, definitions of nationalism can vary to serve different interests. The sources often use different definitions from other sources. For example, Grove Online states that the most commonly accepted definition (Tarsuss 2013) is from the Harvard Dictionary ofMusic, where the movement Is characterized as a reaction against the supremacy of German music (1 9691. We will write a custom essay sample on Nationalism in Music or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While researchers may argue on the precise definition of nationalism, they also discuss the Impacts of the composers and their pieces In their countries. Academic sites such as Grove Online and Oxford have an objective view on composers, their music and nationalism; Grove goes into great detail on many composers. Other sources, such as David G.Hubert and Alexandra Cert. -Wells Patriotism and Nationalism in Music Education claim that nationalism is generally received as a negative phenomenon, and can be reduced to attainment of mere utilitarian goals, neglecting aesthetic values (2012, p. 2). Other sources, like foolhardinesss from listserv. Com, or sites like Talkback (20131 simply state who they think are the top composers who embody nationalism (2010). The sources vary from simple definitions to deep analysis, those who believe it has had a negative impact and those who believe it is a cause for celebration.

Kanneh verses Cixous essays

Kanneh verses Cixous essays Evaluate critically Kadiatu Kanneh's position in "Love, Mourning and Metaphor: Terms of Identity" indicating her reasons for criticising other feminists theorists. In her essay, Kanneh takes a critical view of some of the foundation stones upon which Helen Cixous builds her arguments in her seminal work "The Laugh of the Medusa". It is by developing an understanding of her critique of Cixous that best allows the reader to formulate a coherent opinion of where Kanneh stands in relation to other feminist critics and the field of feminist criticism as a whole. In this, my exploration of Kanneh's essay, I aim to discuss how she relates to Cixous' arguments before, in conclusion, I present what I understand to be the political ground on which she stands. Taking a radical feminist approach, that being one that recognises patriarchal control over political, social and economic systems (N.B. I take my definition from Joy Magezis' "Women's Studies" Hodder Giving the example of Pauline Reag's 1954 "The Story of O", a novel of female servitude and degradation that features genital mutilation, she illustrates the sexually sadistic extremity to which the misuse of the female body goes to in cultural outpourings. However, Kanneh argues that, although functional, using the body as a metaphorical focus for insurrectionary activity is fraught with dangers which are not constructive ...

Shakespeares Sonnet 18 Study Guide

Shakespeare's Sonnet 18 Study Guide William Shakespeares Sonnet 18 is justifiably  considered one of the most beautiful  verses  in the English language. The  sonnet’s  enduring power comes from  Shakespeare’s  ability to capture the essence of love so clearly and succinctly. After much debate among  scholars, it is now generally accepted that the subject of the poem is male. In 1640, a publisher named  John Benson released a highly inaccurate edition of Shakespeare’s sonnets in which he edited out the young man, replacing â€Å"he† with â€Å"she.† Benson’s revision was considered the standard text until 1780 when Edmond Malone returned to the 1609  quarto and re-edited the poems. Scholars soon realized that the first 126 sonnets were originally addressed to a young man, sparking debates about Shakespeare’s sexuality. The nature of the relationship between the two men is highly ambiguous and it is often impossible to tell if Shakespeare is describing platonic or erotic love. Summary Sonnet 18 is perhaps the most famous of the 154 sonnets Shakespeare completed in his lifetime (not including the six he included in several of his plays). The poem was originally published, along with Shakespeares other sonnets, in a quarto in 1609. Scholars have identified three subjects in this collection of poems- the Rival Poet, the Dark Lady, and an anonymous young man known as the Fair Youth. Sonnet 18 is addressed to the latter. The poem opens with the immortal line Shall I compare thee to a summers day? following which Shakespeare does just that, finding the youths beauty even more lovely and more temperate that that of summer. Here Shakespeare is at his most romantic, writing that  love and the youth’s beauty are more permanent than a summer’s day, which is tainted by occasional winds, blistering heat, and the eventual change of season. While summer must always come to an end, the speaker’s love for the man is eternal- and the youths eternal summer shall not fade. The young man to whom the poem is addressed is the muse for Shakespeare’s first 126 sonnets. Although there is some debate about the correct ordering of the texts, the first 126 sonnets are thematically interlinked and demonstrate a progressive narrative. They tell of a romantic affair that becomes more passionate and intense with each sonnet. In the  previous 17  sonnets, the poet has been trying to convince the young man to settle down and have children, but in Sonnet 18 the speaker abandons this domesticity for the first time and accepts love’s all-consuming passion- a theme that appears again in the sonnets that follow. Major Themes Sonnet 18 touches on a few simple themes: Love The speaker begins by comparing the man’s beauty to summer, but soon the man becomes a force of nature himself. In the line  Ã¢â‚¬Å"thy eternal summer shall not fade,† the man suddenly embodies summer. As a perfect being, he is even powerful than the summer’s day to which he has been compared up to this point. In this way, Shakespeare suggests that love is an even more powerful force than nature. Writing and Memory Like many other sonnets, Sonnet 18 contains a volta, or turn, where the subject matter changes and the speaker shifts from describing the subjects beauty to describing what will happen after the youth eventually grows old and dies. Nor shall Death brag thou wanderst in his shade, Shakespeare writes. Instead, he says that the fair youth will live on through the poem itself, which has captured the young mans beauty: So long as men can breathe or eyes can see, / So long lives this, and this gives life to thee. Literary Style Sonnet 18 is an English or Elizabethan sonnet, meaning it contains 14 lines, including three quatrains and a couplet, and is written in iambic pentameter. The poem follows the rhyme scheme  abab cdcd efef gg. Like many sonnets of the era, the poem takes the form of a direct address to an unnamed subject. The volta occurs at the beginning of the third quatrain, where the poet turns his attention to the future- But thy eternal summer shall not fade. The key literary device in the poem is metaphor, which Shakespeare references directly in the opening line. However, instead of using it traditionally- comparing the subject to a summers day- Shakespeare draws attention to all the ways in which the comparison is inadequate. Historical Context Little is known about the composition of Shakespeares sonnets and how much of the material in them is autobiographical. Scholars have long speculated about the identity of the young man who is the subject of the first 126 sonnets, but they have yet to find any conclusive answers. Key Quotes Sonnet 18 contains several of Shakespeares most famous lines. Shall I compare thee to a summer’s day?Thou art more lovely and more temperateAnd summer’s lease hath all too short a dateSo long as men can breathe or eyes can see,So long lives this, and this gives life to thee.

St. Josephs Hospital Barrow Assignment Example | Topics and Well Written Essays - 500 words

St. Josephs Hospital Barrow - Assignment Example In order to appeal to its customers, the St, Joseph’s hospital used some advertising objectives which include: building brand awareness as well as prompting immediate action. This is to say that, the main objectives of the St. Joseph’s Hospital have been to make its customers know about what services it offers that can suit them, how and where the services are offered and to whom are the services offered plus the quality of the services offered. Another objective has been to prompt action from the customers and visit the facility for quality medical care (Rick, 2013). The digital marketing strategy is one where the organization uses the digital platform, including the social media and the websites, to advertise their products. On the other hand, by forming strategic alliances by other healthcare providing organizations such as its collaboration with the Phoenix Children Hospital, St. Joseph’s Hospital tries to increase its ability to be most famous in the services that it offers. Through the digital strategy, the hospital uses pictures, animations and online posters for advertisement. The animations are very strong marketing tools as they flick across the pages as one is on a website, hence makes it possible for one to see them. The pictures and posters also look appealing so that they can pass the information they carry. For the organization to enhance their marketing approach, I would recommend that the organization should enter much into more strategic alliances so that they can be able to capture more customers by increasing their market share through extending their base of operations. One area that would be important to target for use on social media is the customer service area for purposes of consultations. One area that would be important to target for use on social media is the customer service area for purposes of consultations. This will enable customers to be served promptly over the media by answering some of their questions that could have required one to visit the facility. The best social media for this would be Twitter, Facebook or Wazzup since instant feedback can be received.

Case analysis Study Example | Topics and Well Written Essays - 750 words - 8

Analysis - Case Study Example The problem occurred because of a combination of issues, which range from managerial to personal experiences. First, the team leader failed to understand that his team had differing abilities and that he had more experience than the rest. His misunderstanding resulted in him setting almost unrealistic goals. He wanted the team to attain their objective at a pace that was not comfortable for all the members. He considerably had more experience because he had worked in the field longer than the rest of the members. During their working period, there are instances of lack of cohesion in the team, which resulted in one of the team members feeling less motivated to remain a member of the team. At the project completion, some of the members quit the company and signified their demotivation to work. The type of conflict was a relation conflict because it involved Parker holding prejudiced opinion of Millar. An analysis of the case reveals that Parker combined a number of leadership theories. His appointment to the leadership role was on a basis of competence, and not leadership qualities. The company, as a result, used the competence model during his selection to project the manager position (McShane & Steen 1995). He only failed to fulfill one out of the eight leadership competencies, which is emotional intelligence. Despite his cognitive and practical intelligence, knowledge of the duty, leadership motivation, integrity, and the rest, he failed to motivate Millar. Parker found himself yelling at Millar for upon realizing that he was slowing down the group. Parker proved a limitation of the competency model that leadership is within the person and not their relations with others. Parker failed to focus on the people-oriented behaviors by, not showing concern for the welfare of the employees. He only focused on the task-oriented behaviors by expecting the workers to

Fast food restaurant Essay Example for Free

Fast food restaurant Essay Introduction †¢ Franklin Pierce College was founded in 1962 by Frank S. DiPietro †¢ This research project was conducted from September to December of 2004 for the population of Franklin Pierce College. †¢ The population of our survey was based on the 1,591 Franklin Pierce College students on the Rindge campus. 2 Problem Statement Our research team came to the conclusion that there is a lack of fast food facilities in the Rindge area. We came to the conclusion that: Research is necessary to determine if Franklin Pierce College students would patronize a fast food chain in Rindge, NH 3 Research Objectives. †¢ Determine what criteria are important to consumers with respect to patronizing a fast food establishment. †¢ Determine which fast food restaurant would be most successful in the area. †¢ Determine fast food spending habits. 4 Methodology †¢ First, our team identified the problem of the lack of fast food restaurant choices in the area. We conducted primary research on the fast food industry, as well as speaking to others on campus to determine the fast food demand. †¢ We then created our problem statement. †¢ We then created our research objectives, and created our survey with our objectives in mind. †¢ We used convenience sampling, by handing out surveys to 30 students (15 boys and 15 girls) of each class standing, Freshman, Sophomore, Junior and Senior. †¢ We analyzed our data using SPSS software, which created our results so that we could determine our conclusions and recommendations. 5 Survey Questions 1. 2. 3. 4. 5. 6. 7. 8. Are you on the Meal Plan? How many times a month do you go to the Raven’s Nest Pub? Please circle your response. Which fast food restaurant do you most prefer? Please Rate the following statements: I get hungry between the hours of 10pm and 3 am. I travel outside of Rindge for food. I patronize fast food establishments. I prefer fast food restaurants with the drive-thru option. Based on your own experiences which of the following restaurants has the best customer satisfaction? 6 Survey Continued 9. 10. 11. 12. If there were more fast food options in the Rindge area would you patronize them? What fast food chain would you like to see come to Rindge, New Hampshire? Check the appropriate gender. What’s you current class standing? 7 Are you on the Meal Plan? 25% Yes NO 75% Mode= 1 (yes) 8 How many times a month do you go to the Raven’s Nest Pub? 30 25 20 15 10 5 0 0 3 6 9 MEAN 9 Which fast food restaurant do you most prefer? 12% 2% Papa Johns 14% McDonalds 11% Wendys Subway 23% 38% Mode= 3 (Wendy’s). Burger King Other 10 I get Hungry between the hours of 10pm and 3am. Mean 2. 13 Strongly Disagree Disagree Neutral Agree Strongly Agree 0 10 20 30 40 11 I Travel outside of Rindge for food. 45 40 35 30 25 20 15 10 5 0 Strongly Agree Strongly Agree Agree Neutral Disagree 2. 38 Disagree Strongly Disagree MEAN MEAN 12 I prefer fast food with the drive-thru option. Mean 2. 53 Strongly Disagree Neutral Strongly Agree 0 10 20 30 40 13 I Patronize fast food establishments. MEAN 2. 37 Strongly Disagree Disagree Neutral Agree Strongly Agree 0 10 20 30. 40 14 Which of the following restaurants has the best customer satisfaction? 15% 8% 14% Papa Johns McDonalds 8% Wendys Subway Burger King 29% 26% Other Mode= 4 (Subway) 15 Cross Tabulations A you on the meal plan? * What i s your current cl ass standing? Crosstabulation re Count Are y ou on the meal plan? y es no Tot al What is y our c urrent class standing? Freshman Sophomore Junior Senior 30 30 14 16 16 14 30 30 30 30 Tot al 90 30 120 Case Processing Summary N Are you on the meal plan? * What is your current class standing? Valid Percent 120 100. 0% Cases Missing N Percent 0 .0% N Total Percent 120 100. 0% 16 Cross Tabulations. Case Processing Summary N Based on y our own esperiences, which of the f ollowing retaurant s has the best c ustomer sat isf action? * C heck the appropriate gender: Valid Percent 102 85. 0% N Cas es Missing Percent 18 15. 0% N Tot al Percent 120 100. 0% Based on you r o wn esp er ien ces, whi ch of th e fo llo win g r etaur an ts has th e b est cu sto mer sati sfactio n ? * C heck the ap pr o pr iate gen d er : Cr o sstabu latio n Count Based on y our own esperiences, which of the f ollowing retaurant s has the best c ustomer sat isf action? Tot al Papa Johns McDonalds Wendy s Subway Burger King Check t he appropriat e gender: Male F emale 6 4 7 10 15 16 16 18 6 4 50 52 Tot al 10 17 31 34 10 102 17 Cross Tabulations Case Processin g Summary N Which f ast f ood restaurant do y ou m ost pref er? * If t here were m ore f ast f ood options in the Rindge area, would y ou patronize t hem ? Valid Percent 106 88. 3% N Cas es Missing Percent 14 Tot al Percent N 11. 7% 120 100. 0% Wh ich fast fo od restau rant do you most p refer? * If th ere were more fast foo d o ptio ns in th e Rin dg e area, wou ld yo u p atro ni ze them? Cro sstab u latio n Count Which f ast f ood restaurant do y ou m ost pref er? Tot al Papa Johns McDonalds Wendy s Subway Burger King. If t here were more f as t f ood options in the Rindge area, would y ou patronize them? Y es No 2 12 5 37 9 21 7 12 1 84 22 Tot al 2 17 46 28 13 106 18 Limitations †¢ Small sample size †¢ Time †¢ Confusion of questions by our respondents (question 9) †¢ Lack of knowledge of SPSS software 19 Conclusions †¢ Based on our results the top three restaurants students selected to their preference were : Wendy’s with a 38. 3% rating. Second was Subway with 23. 3%, and McDonald’s with 14. 2%. †¢ 64. 2% reported that they travel outside of Rindge for food. †¢ 59. 2% students reported that they patronize fast food restaurants. 20 Conclusions Continued †¢ 78. 3% of students reported that they would patronize a fast food establishment in Rindge. †¢ Subway was recorded as having the highest customer satisfaction ratings at 28. 3%, Wendy’s followed with 25. 8%. 21 Discussion †¢ More than 87. 5% of respondents surveyed replied strongly agree, agree, or neutral when asked if they would patronize a fast food restaurant. †¢ We found that our research for our literature review stated that McDonald’s was the top choice for favorite fast food restaurant. Our survey showed that students would prefer a Wendy’s. †¢ We also found that our research stated that Papa John’s had the highest rating for customer service. Our survey respondents had little to no knowledge of the Papa John’s restaurant. 22 Recommendations †¢ A fast food restaurant should open in the Rindge area, preferably close to campus. †¢ There should be a drive-thru option based on our surveys results of 50% of students strongly agreeing or agreeing with this option. †¢ There should be a fast food establishment which offers late night service for students. Our survey resulted that 70. 8% of students strongly agreed or agreed that they get hungry between the hours of 10pm and 3am. 23 The end Thank you for your time Any Questions? 24.

Comparing Characters in OConnors A Good Man is Hard to Find and Revel

Comparing Characters in O'Connor's A Good Man is Hard to Find and Revelation The grandmother and The Misfit of Flannery O'Connor's 'A Good Man is Hard to Find' are backward, opposite images of each other. However, the grandmother does have similarities with the character, Ruby Turpin in O'Connor's short story, 'Revelation'. The grandmother is portrayed as being a selfish self-involved woman who wants her way, a person with little memory, just a basic old woman living with her only son. The Misfit on the other hand is a man who feels he has done no wrong, but has just been in the wrong place at the wrong time, but in the end comes too close to the truth, which scares him. From the beginning, the author introduces the grandmother and right off you see how she wishes they could take a trip to where she used to live, she tries every chance she gets to change the plans for the trip with her only son. ?Here this fellow that calls himself The Misfit is aloose from the Federal Pen and headed toward Florida,? ?I wouldn?t take my children in any direction with a criminal like that aloose in it.? As they drive and they talk, everything she says toward someone else is always a put down, towards the people they see and the people in the car. She sees a little ?Nigger? boy and comments ?Little Nigger?s in the country don?t have things like we do?. As they drove she talks Bailey, her son, into taking a detour to see an old plantation she visited when she was younger, halfway...

American Civil War Essay

Introduction: In our communities today, African Americans have moved away from the theory of ensuring all are able and educated to take care of self. What happened along the way? African American slaves were free of mind but bodies were enslaved. Now that our bodies are free but it seems our minds are enslaved. Mary McLeod Bethune, born to former slaves in 1875, is known for her contributions in black communities. Bethune committed her life to educating African American on the right to freedom and education. She believed through education African Americans could determine their own destiny in an racially equal society. The strength and power she exhibited in the African American community ensured no one would be left behind without a chance in life. Civil right leaders devoted their lives for equality. A number of issues which plague African Americans have their roots dating back to slavery and the post-Civil War Reconstruction Era and are becoming more noticeable in our communities today. There is significant poverty and crime due to lack of education. Families are being destroyed because we have been oppressed by the Jim Crow laws . In many of the southern states during slavery and after the Civil War, slaves was discouraged by their former masters from becoming educated. Mainly because education was opposite with the institution of slavery and would eventually lead to failure . From the perspective of the slave masters, if African Americans were given access to education, they could possibly start thinking and acting on their own, and an uprising was foreseeable. Advocates of slavery in the state of Maryland would be required to accept the reality that slaves or freedmen were in fact not incapable or inferior in absorbing education. The slaves desired the exact same freedoms as whites but, the whites were unwilling to accept the facts . In some states such as Georgia, Louisiana, Maryland, for example, Blacks were able to educate themselves. If whites were caught teaching African Americans how to read and write, they were subject to fines and possibly imprisoned. If slaves were caught, the punishment was far more harsh. Annotated Bibliography. Primary Sources: Feagin, Joe R. and Sikes, Melvin P. – â€Å"Living with Racism: The Black Middle-Class Experience†, Acon Press, 1994 The book provides a thorough examination of common stereotyping of prejudice and discrimination. The author describes in detail the minor acts in which African American are subjected. The book includes a number of social issues such as bitterness and despair in the souls of African Americans. Branch, Taylor – â€Å"Parting the Waters: America in the King Years 1954-63†, Touchstone Book, 1989 The author provides a thorough examination of America during the time of Dr. Martin Luther King, Jr. and the Civil Rights Era. The book reveals a portrait of Dr. King as he was haunted by blackmail, factionalism, and hatred. The book discusses the nonviolent movement as a dramatic force in history. The book provides relevant information relating to my research on racial issues within the African American community. West, Cornel – â€Å"Race Matters†, Vintage 1994 Cornel West’s book provides a thorough examination of new Black conservatism and the strained relations in the Black community. The author addresses a range of issues from the crisis in Black leadership and myths surrounding affirmative action. The book includes a passion grounded in the tradition of the African American church. Ward, Jerry W, Jr, and Graham, Maryemma – â€Å"The Cambridge History of African American Literature† Cambridge University Press 2011 The book provides you with four hundred years of black writing and comprehensive overview of the literary traditions, oral and print, of African-descended peoples in the United States. The contributors, drawn from the United States and beyond, emphasize the dual nature of each text discussed as a work of art created by an individual and as a response to unfolding events in American cultural, political, and social history. Washington, Booker T – â€Å"1856-1915 Up from Slavery†, Doubleday, c1901 Booker T. Washington’s book provides a thorough examination of the events in a remarkable life that began in bondage. The author discusses the relevant issues that impacted the Black community. Mr. Washington demonstrates in his book how he came up from slavery and educated the Black community. Internet: http://mh. sandglass. com/history-african-american-education-montgomery-county-0 Title: History of African-American Education in Montgomery County Description: For nearly a century, schools for black students in Montgomery County (and indeed most of the country) were denied the benefits provided to their entirely separate, but supposedly â€Å"equal,† white counterparts. http://www. loc. gov/search/? q=education+in+maryland+1865 Title: By the House of Delegates, February 14, 1865. Description: Report of the State Superintendent of Public Instruction to the General Assembly of Maryland, together with a bill entitled â€Å"A Uniform System of Public Instruction for the State of Maryland. † Emancipation Proclamation/ End of the Civil War: President Lincoln, on January 1, 1863, signed the Emancipation Proclamation. The Proclamation, DID NOT immediately abolish slavery it only applied to areas outside Union Control. However, it made emancipation an irrevocable war aim, profoundly changing the character of the Civil War. The lives of African American slaves changed forever. The end of the Civil War and the abolition of slavery raised complicated issues and dilemmas for African American and white Americans. In 1865, the Civil War ended and slaves were now free. Many slaves waited the day of being free. Nearly 4 million slaves were freed. For many of the slaves, the future was uncertain. However, for the slaves, it meant families would remain together, and their women would no longer be subject to rape and used as â€Å"bed warmers†. The newly freed slaves were given opportunities to develop their own communities. Many of the slaves were quick to inform the white slave master they were free. Freed slaves were faced with poverty, homelessness and a severe lack of education. Reconstruction: In 1865 Congress created the Bureau of Refugees, Freedmen, to assist with the transition of freedmen for newly freed slaves. The bureau was given massive responsibilities in helping freedmen by providing property, education, and how to negotiate on labor contracts with white planters. Also the Bureau aid in settling criminal disputes involving blacks and whites. Newly freed slaves did not trust the Bureau slavery remain present in the freedmen minds. The former slaves suffered a tremendous amount of injustices at the hands of whites. The bureau was not designed to be a permanent institution but the goal was to encourage the newly freed slave to become self-reliant as soon as possible. The freedman’s Bureau was put in place for one year. Many white Southerners desire was to eliminate former slave’s new found freedom. The renowned African American scholar and activist W. E. B Du Bois assisted in the path of reconstruction. W. E. B. DuBois begins his social analysis of the black conditions in Philadelphia. Published in 1899, The Philadelphia He was also considered the most powerful black educator of the 19th and 20th centuries in so far as he controlled the flow of funds to black schools and colleges. Up from slavery, born a slave on a small farm in the Virginia backcountry, he worked in the salt furnaces and coal mines of West Virginia as a child. e He was determined to get an education he would travel hundreds of miles under great stress until he arrived At Hampton Institute. The 15th Amendment is passed permitting black men the right to vote. Joseph H. Rainey of South Carolina is the first black to be seated in the House. In all, twenty-two blacks are elected to Congress during Reconstruction . There were seven lawyers, three ministers, one banker, one publisher, two school teachers, and three college presidents. Hampton Normal Agricultural Institute is founded by Samuel Chapman Armstrong and chartered as one of the first colleges for blacks. It is also a pioneer in educating American Indians. Booker T. Washington is among its early graduates. Pennsylvania, the home of the oldest and largest northern free black community. Dr. Carter G. Woodson’s innate brilliance and capacity for critical thought allowed him to envision the impossible as possible. He was one of the first African American to receive a doctorate in the United States, and the second to be awarded a doctorate in history from Harvard University; he almost single-handedly pulled African American history from the margins of obscurity. Dr. Woodson was particularly concerned with social and economic history focusing his lens on the fundamental virtue of African Americans, both as individuals and as an ethnic group. Building on traditions informed by the scholarship of black historians such as William Bell Brown and George Washington Williams, he inspired an entire generation of African American cultural historians including noted Pan-Africans Rayford W. Logan, and political and social activist Luther Porter Jackson, among others. His extensive body of work and astute analysis of Negro history and its African origins prompted the intellectual life represented in the Harlem Renaissance, ushered in the era of black studies and also influenced the civil rights, black power and black arts movements. Sixty years after his death on April 3, 1950, his legacy as the Father of Black History still lives on. Education Two of the world’s greatest black’s leaders within the African American community. W. E. B. Du Bois and Booker T. Washington had very distinctive views on education in the African American community. They both disagreed on strategies that largely affected the future of African Americans social and economic development. The philosophies of Du Bois and Washington on how to overcome racial injustice. Booker T. Washington was an educator and influential black leader. Washington spoke from philosophy point of view on self-help, racial and accommodations. He suggested that African Americans should accept racial discrimination for now. But, instead focus on elevating via hard work. Washington believed in education he urged blacks to accept discrimination for the time being and concentrate on elevating themselves through hard work, training and material prosperity. He believed the former African Americans slaves should focus their time in learning skills in farming and industrial. It would gain the respects of whites and that would lead in to becoming accepted as American citizens. W. E. B. Du Bois, is considered a scholar and political thinker. He was against Washington’s strategy to accept racial discrimination that would serve only to preserve white oppression. Du Bois was an advocate for political action and for the civil rights of former African American Slaves. He helped found the NAACP. He believed that social change can be accomplished by developing the small group of educated blacks he called the Talented Tenth. Du Bois has a more realist view in reference to education. Lack of education puts you at disadvantage in competing with whites for higher paying jobs. Ignoring racial discrimination will cause the people to become oppress. If you educated the people they can become more self-reliant from economic prospective. Education in Maryland: In Maryland 1865 â€Å"one high school per county†, the law was passed to opened the door for African-American children to receive a free education. There were some guides that first must be followed taxes collected from African American in the state of Maryland were sufficient to cover the expenses of building schools. The Emancipation Proclamation stated that African Americans were freed in 1863, segregation became the standard. African American teachers were not allowed teach in the state of Maryland without a three year certificate that was issued by the state superintendent, or by the president of the county board. The requirements for Maryland teachers in the 1860s-Caucasian or African-American-were the same. The teachers in Maryland were required to be single; to attend to the students from 9 -4 p. m. , Maryland counties were under no obligation to educated or supply public intuition for African American students. Many of the African American students were taught in very small quarters at home the teachings were informal. However a state law was passed in 1872 to create separate education of white and black students. The school board in Montgomery County refused to maintain the construction and maintenance of black schools. The county promised new schools will be built. MC refused to repairs previous burned and damaged schools from riots’ and cross burnings, Discard books were given to the black schools they never received new books. Most of the time the books were out dated and discarded by whites. The African American teaches salaries were withheld and classes halted with no formal notice. The African American school year was shorter compared to the white’s schools. However, African American teachers were more qualified than their white peers. The pay of African American teacher was much lower. In spite of the white schools, and although many African American teachers were better qualified than their white peers, their official wage scale was much lower. Nevertheless, teachers and parents were devoted to providing the finest education they could, despite these adverse circumstances. In spite of such laws, in African American established a colored school for students and employed black teachers. In a few cases, slave masters taught their slaves or the children of slave masters. However, for the large majority of enslaved African Americans, there were really no formal recognized educational institutions. Therefore, African Americans depended on private instruction to educate themselves. Bowie State University is the oldest historically African American University. It was founded in 1865, in Baltimore, Maryland. It was considered an African American institution of higher education in the State of Maryland for people of color primarily for teachers. Some of the classes were held in Baptist churches. The freedmen’s Bureau the school relocated to a building purchased from the Society of Friends at Courtland and Saratoga Streets. The institution reorganized solely as a normal school to train black teachers in 1893. Conclusion: Globalization is the process in which the black community in the United States must continue to grow in becoming connected and intergraded into the modern world, by building businesses and generating economic growth. The black community should become more engaged in the cultural and political education of the community and respond together and address any global problems that could possibly affect the growth of the community. The problems which plaque African Americans during slavery are becoming more noticeable in our communities today. There is significant poverty among African Americans and crime due to lack of education. Families are being destroyed because we have been oppressed. Booker T. Washington was considered the most powerful black educator of the 19th and 20th centuries, he forward large some of his funds black schools and colleges. He was determined to educate himself. A segment of the African American people has moved away from the theory of ensuring all are able and educated to take care of self. During slavery the minds of the African American minds were free and bodies enslaved. Now that our bodies are free but our minds are enslaved. The global and social issues are affecting many parts of the African Americans community across the country. Some of the problems are so complex, that most people steer clear of addressing global and social issues. A group of people who were dehumanized and strip of their original identity are in search of equality that will better prepare children of the future. Mary McLeod Bethune, born to former slave’s in1875 after the Civil war, is known for her contributions in the black communities. In the 21st century around the world constant debates are taking place concerning the impact of globalization in education in the African American community. Economy and education it’s amazing that the African American community is roughly defined or mildly represented in education. The actually perspective in developing a larger spectrum, cross disciplinary, and cross-boundaries approach would be necessary to examine educational challenges. The collective behavior of the educational system has influence mass behavior of educational system in the black community. Social issues in the black community may cause declined moving to the next century due to the lack of education. The can and will have a global affect across all minority culture. Black children are being placed in special education. As the country move forward in modern technology and higher education the large number of children of color will be left behind. Some of the children that are placed in the venues called class rooms were they are only taught the basic. They not are being prepared for the future. It’s appalling the social, health, economic and criminal justice are markers that predicts downward sparrow in future proportions in the near future for our community. The collective behavior of the African American communities is not reaching out to address these impending issues. Without positive changes, practical well thought out plans the mobilization; the segment of the African American community will not be able to move forward in the new global information or advanced technological skills. Education must become a priority. We must develop a social culture of literacy and education. The Black community must encourage the children to want to learn and move to higher level of education. The parents must be engaged in the educational process. The affects of slavery completely disrupted the notion of the black family because family members could be sold away from one another at any time. Mothers could be torn away from their infants; husbands could be sold away from their families without notice. Slavery made African Americans into work animals, or beasts of burden, who were expected to work from sun up to sundown without stopping, and who were sometimes actually bred like cattle or horses to make better, stronger slaves. Slavery also made black men, women and children extremely helpless to brutal violence, the means of which we cannot even imagine today: rape, murder, torture, lynching’s, tar and feathering, whipping, etc. Slavery also caused severe emotional and psychological trauma, which resulted in oftentimes in self-hatred because blacks were taught that everything black was bad and everything white was good because the lack of education and dehumanized put the African American community at disadvantaged. Some blacks learned to hate the color of their skin, their physical features, and the texture of their hair because they were told over and over that they were ugly because they weren’t European. Slavery has a negative effect on the Black community in America. When slavery was abolish some slaves was taken back to varies parts of Africa. The slaves that remained in America life was an uphill constant battle fighting for equal opportunities as whites. Slavery kept blacks from being educated in large numbers because it was illegal for slaves to learn to read and write. Slave-owners were afraid that educated slaves would find a way to organize themselves and begin a revolution that would end. The 21 century has created an environment that suppresses many healthy discussions in order to remain politically correct. However, as African Americans, we have a strong heritage of lively debate and facing the hard issues to ensure the welfare of our citizens. Many Blacks feels oppressed and angry. Not surprisingly, most discussions today are taking place within the Black community, although electing our first Black President has broadened the commentary on the issue. Does slavery continue to affect our community today? Slavery ended in 1865, followed by reconstruction, which ended in 1877. Freed slaves, who had spent their lives being told what to do and were conditioned to react rather than initiate thought, were left to their own devices to face â€Å"freedom â€Å"The effect of slavery continues to exert its brutal influence in the untold sufferings of millions of everyday people. In conclusion: Globalization has positive and negative affect on the African American community positive affect moving from slavery to equality and negative many are left behind due to not forming to globalization. In 1865 School Superintend of Maryland wrote excluding African Americans students. 1st. Education ought to be Universal. 2nd. Education ought to be Free, and therefore, 3rd. The property of the whole State is responsible For such education of every child in the State as will prepare him to perform the duties of a man and a citizen, in obedience to the laws of God and the laws of the Commonwealth. In the first Article of the Declaration of Rights, the people of Maryland say, â€Å"That we hold it to be self- evident that all men are created equally free ; that they are endowed by their Creator with certain unalienable rights, among which are life, liberty, the enjoyment of the proceeds of their own labor and the pursuit of happiness. † If this be our Faith, then our works ought to be mani- fest. Our children must be carefully taught without any distinction of person, the principles by which life may be preserved and made productive of good to its possessors and those whom they may influence.

Irony in Macbeth Essay

Dramatic Irony is the result of information being shared with the audience but withheld from one or more of the characters. Example: In Act 1 Scene 4, line 50 , the witches hail Macbeth, â€Å"thane of Cawdor! † Dramatic irony: At this point, Macbeth is unaware that the king has conferred this honor upon him because of his valor in battle, so he attributes his fortune to the witches’ prophecy. However, the audience knows Duncan made the pronouncement in Act 1, Scene 3. Purpose: This dramatic irony is to show Macbeth’s belief that the witches speak the truth and are responsible for his success. This belief can, and does, influence his future actions. Example: In Act 1, Scene 6, line 1, Duncan says, â€Å"This castle hath a pleasant seat† Dramatic irony: When Duncan reaches the castle, he feels secure and welcome at the home of his loyal kinsmen. However, the audience is aware that he may be murdered that very night. It is also ironic that he calls the castle â€Å"a pleasant seat†, when it’s the place where he is eventually killed. Purpose: This irony is to contribute to suspense. Since the audience knows more than the character, the audience is positioned to wait for the character to gain awareness. Irony in Macbeth In Shakespeare’s Macbeth there was a lot of irony, and Shakespeare intended the irony of the play to build and maintain suspense, while creating a vague sense of fear. For example, the irony in the play started out early, with the witches’ prophecies to Macbeth and Banquo. The prophecies to Macbeth were all ironic paradoxes. In Act I, Scene iii, the witches told Macbeth, â€Å"All hail, Macbeth! that shalt be king hereafter. † This prophecy was ironic because even though it was true, it did not turn out how Macbeth expected it to. Macbeth probably thought that being the king would be great. He would be rich, everyone would respect him, he’d have all the power in Scotland, and he thought that that would make him happy. Of course, since the witches’ prophecies were cleverly designed to manipulate his weak mind, Macbeth murdered Duncan to satisfy his ambition. In Act III, Scene ii, Lady Macbeth and Macbeth were discussing their feelings about being king and queen of Scotland after the murder. Said Lady Macbeth, â€Å"Nought’s had, all’s spent. Where our desire is got without content: ’Tis safer to be that which e destroy than, by destruction, dwell in doubtful joy. † In Act III, Scene i Macbeth said of the witches and the murder, â€Å"For them the gracious Duncan have I murdered; put rancours in the vessel of my peace only for them; and mine eternal jewel given to the common enemy of man. † In those sentences, we can see the irony in the witches’ prophecies. The implied meaning of the witches’ prophecies was that Macbeth would be king. Macbeth took this to mean that he would be a happy king, and so dreams of him on the throne appeared. He thought that becoming king would be easy, he just had to get Duncan out of the way. Everything turned out as Macbeth had imagined, except that he was not happy as the king. The guilt from Duncan’s murder, not to mention that of Banquo’s, made being the king a horrible experience for Macbeth, all because of the witches. This irony would make the audience mistrust the witches in the back of their minds, and therefore also put a vague fear over the whole play, because of the realisation of the witches’ relentless sinister determination to disrupt peace and order in Scotland. Another excellent example of irony in the play starts in Act II, Scene ii, shortly after the murder of Duncan. Macbeth had just committed the malicious act to satisfy his unchecked ambition, and he was quite shocked. In his words, â€Å"Will all great Neptune’s ocean wash this blood clean from my hand? † The emotional effects of the murder hadn’t quite gotten through to Lady Macbeth yet, and so she nonchalantly replied, â€Å"A little water clears us of this deed. † Eventually though, Lady Macbeth’s conscience affected her mind adversely, giving her a deep emotional disturbance. In Act V, Scene i, Lady Macbeth had a fear of the dark and she had started sleep walking and talking to herself. As she was wandering the castle one night, she was obsessed with trying to wash the blood that she still felt and smelt from her hands, a huge change from Act II, Scene ii. She said, â€Å"Out, damned stop! out I say! † and continued with, â€Å"What, will these hands ne’er be clean? † This is definitely very ironic, since early in the play Lady Macbeth dismissed Macbeth’s concerns with little thought, and one would expect her not to ever think of them again. As we can see in the play though, what was once a trifle to Lady Macbeth soon became a major issue when the realisation of what she had done in Duncan’s murder finally set in. As far as the audience is concerned, they would probably be shocked after the murder of Duncan, and find Lady Macbeth’s responses to Macbeth’s hysteria discomforting, thinking that Lady Macbeth must be a very evil person indeed. Later on though, when Lady Macbeth broke down mentally, the audience would feel a bit more of a vague sense of fear when they were reminded by Lady Macbeth of how terrible Duncan’s murder really was. She was very composed at first, but soon she realised that she had done something horrendous and because of that realisation she died soon afterward. Another prime example of the play’s irony can be found in Act I, Scene vii, shortly before Duncan’s murder. The irony in this scene is called dramatic irony, meaning that the audience is aware of what is about to happen but the actors are not. For example, before this scene the audience has heard Macbeth’s soliloquies about murdering the king, and has been exposed to the mood-setting opening scenes. By now the audience would probably be on the edge of their seats, waiting for Macbeth to slip a dagger out of his pocket and run towards Duncan. To the part of the audience that would be expecting this, the next scene would be much different than they would have imagined. Act I, Scene vii is set outside of Macbeth’s castle, in broad daylight (unlike most of the scenes in the play). When Duncan arrives, he comments, â€Å"This castle hath a pleasant seat; the air nimbly and sweetly recommends itself unto our gentle senses. Banquo is quick to agree, and he comments on the nice birds in the sky. Lady Macbeth, on the other hand, has taken to graciously welcoming the guests. The scene ends with Duncan taking Lady Macbeth’s hand, and allowing her to lead him into the castle of death to his murderer. This scene is a prime example of irony because its real meaning is much different that it appears. Looking at the scene alone, one would conclude that Duncan and the Macbeths are good friends, and this is just another pleasant visit. In its context though, this scene is the beginning of Macbeth’s murder spree, and so the sunlight, birds, and nice weather make the scene all the more ironic. Apart from giving the audience a sense of brooding violence and veiled threats, this scene would also built a lot of suspense. When people saw Duncan walk into the palace, many would (rightly) suspect that he was walking obliviously to his doom. In short, this scene’s dramatic irony was a key factor in moulding the play’s suspense. Another excellent example of irony occurs in Act IV, Scene ii shortly before the Macduffs are murdered. In the scene Lady Macduff was angry at her husband for fleeing to England, leaving her defenceless. Her son is talking to her, telling her how he’ll live without his father. He says that he’ll live like birds do, meaning living with what they get. The implied meaning in the beginning of this scene is that Lady Macbeth’s son will do just what he said he would, he’ll live with what he’ll get, and keep on living. His words are a paradox though, since the literal meaning of his words is much different than the implied meaning. Once he finishes his speech, some of Macbeth’s hit men run in and stab him. The literal meaning of what he said, that he’d live â€Å"with what [he’d] get† is so much different than his implied meaning because he definitely got what he got, but he definitely didn’t keep on living. The irony of this would reinforce what Macbeth was saying at the time, that life is pointless, and would help to add to the malicious atmosphere of the play by making the audience feel as if what they did in life didn’t really matter. In conclusion, Macbeth is full of irony. The irony in Macbeth is there to add to the suspense and the malicious mood of the play. Without the irony in Macbeth, the play would have been much different. For example, if Duncan’s visit to the castle took place at night, in the middle of a thunderstorm, with the Macbeths being hostile to him and the witches egging Macbeth on, the play would have lacked a good deal of suspense, and the audience might begin to get bored of the play, since it would not change much and it would be easy to predict what would happen. If the witches hadn’t made their paradoxical prophecies to Macbeth, the play would be missing a lot of irony and the audience wouldn’t get much fear from watching the play, since they would just reason that Macbeth was insane to begin with. In short, the play, Macbethwouldn’t have been such an interesting, suspenseful, or terrifying play without irony. Clearly, Shakespeare intended the irony of the play to build and maintain suspense, while creating a vague sense of fear.

Leadership Roles My Experience in the Nokia Cup

Leadership Roles My Experience in the Nokia Cup Event organization always features different leadership roles being exhibited. There is clearly a need for organization, and therefore events are always instances where leadership is needed. The event I participated in is the Nokia Cup. This is an annual curling event and is very big within the sporting circles. I was assigned the role of lead hand in one of the event locations, namely Guelp Memorial Gardens stadium.Advertising We will write a custom essay sample on Leadership Roles: My Experience in the Nokia Cup specifically for you for only $16.05 $11/page Learn More The main leadership role there was organization. A lot of resources and personnel were allocated so that the organization could be efficient. There was the overall committee, which had been working in partnership with other organizations. Additionally, there were departments headed up by individuals who took care of specifics such as security, entertainment and other facets within the event. My role was to help with organizing and controlling others within the stadium I had been assigned to. The organization had both its advantages and challenges. The first advantage relates to the delegation of duties. The head committee delegated responsibility to various individuals based on the spread of the venue. This delegating allowed the people involved to specialize and take responsibility for different facets of the event. However, this was not followed up with effective communication, thus a breakdown in the quality of organization. The result was that inter-related aspects of organization were not taken into consideration. For example, security was a nightmare simply because the head committee did not give feedback on the expected attendance. Additionally, the leadership on the ground did not prepare those who were actually going to carry out security properly. There was need for a master plan as regards to planning, but this did not happen. It would have required an inter -committee task force to properly plan out the security in order for it to work effectively. The mediocre planning caused a series of unfortunate events. There was need for the leadership role of crisis handling. Good crisis handling allows the event to save face and maintain its reputation. The compressor for keeping the ice temperature was not working properly because the overhead sensor was malfunctioning. Additionally, since concessions were not up to par, we had less money to work with. However, there was real leadership shown in the heat of the moment. The leadership allowed for creativity, which saw a suggestion to increase the drinking so as to divert attention from the failed areas. This worked as the participants loved to drink. Additionally, the staff on the ground were inspired to work extra hard in order to cover for the unfortunate circumstances. At my venue, our venue head inspired us with a pep talk and a lot of warmth. Advertising Looking for essay on busin ess economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The result was that we were able to pull off the event, despite the overwhelming amount of work. However, I do not know specifically how the leadership handled the crises that they were facing in the other venues. What I do know is that the crises had to be handled, thus presenting a leadership moment for those in charge on the ground. Supervision is another aspect that we can explore. It is the work of any leadership to allocate roles and see them out. This is what supervision entails: handing out roles and checking whether they have been done effectively and efficiently. The main committee handed out responsibility according to the venue, and thus the delegated supervision to the various leaders appointed. At our venue, our leader was very hands on. He wanted to know what was happening and how it was being done. This allowed him to oversee effectively and respond to the chal lenges on a real time basis. However, this also made him very exhausted at the end of the day. In my department, as one of the leaders I was able to organize my minions to move into the irregular roles assigned to us. This made it hard to supervise what they were doing since I had â€Å"lent† them out to different departments to help out as was necessary. I left them to be supervised by the various heads of the departments I lent them to. In terms of creativity, I think the job done was very good. In this regard, I would change very little. The creativity was amazing, as shown by the building of a bar, food and beverages stand within the stadium, at the west end of the rink. They used professionals in creativity, and it paid off. However, if I extend creativity to include problem solving, I would recommend bringing on more talent and wider experience. The leadership should have trusted us, in the lower levels, to be able to come up with suggestions and insights into how the event could be organized. Had we been consulted, I am sure a wide range of suggestions that would have proved invaluable would have come up. Additionally, I would have loved if the leadership put in place a feedback mechanism for assessing the event. This way, the people on the ground would have given their view on how to improve the event. Additionally, they would include information on things to watch out for in the next event.Advertising We will write a custom essay sample on Leadership Roles: My Experience in the Nokia Cup specifically for you for only $16.05 $11/page Learn More I recommend that proper planning be done in future. The structure of planning needs to change in order for the event to succeed. In my opinion, the leadership was way too concerned with what was happening in the upper ranks that it forgot the small planning details that mattered. Ensuring proper delegation would solve this. Event venues should have their own effective plannin g committees, as opposed to relying on leadership directives from afar. Additionally, I would have the main and sub-committees meet regularly to discuss the challenges of planning. This way, we would avoid the problems altogether. Planning should be a participative process, and therefore I would include the lower levels of staff in the process. This would allow for an even greater pool of suggestions to be made. As for supervision, I think it would be solved by effective delegation. In order to avoid senior leadership from getting tired handling all the work, I recommend more leadership posts be created. This way, the system runs without exhausting some individuals. I have already stated that with creativity, I would prefer if the leadership allows recommendations from lower levels. This would boost morale and give the leadership a true picture of what is happening on the ground. Finally, since even the best laid plans have flaws, emergency precautions need to be put in place. Putti ng flexible and adaptable individuals in charge to handle the unknown would greatly help. Additionally, these individuals must be true leaders: they must be able to rally up those underneath them to effectively handle the challenges. This way, any challenge would be effectively handled.

Conjugation of the Spanish Verb Jugar

Conjugation of the Spanish Verb Jugar Jugar is a common verb usually meaning to play. Its conjugation is irregular in two ways: The -u- in the stem changes to -ue- when stressed.Oà ­rLike other verbs that end in -gar, the -g- changes to -gu- when it comes before an -e- in order to maintain the standard pronunciation. Jugar is unique in its conjugation. The few other verbs ending in -ugar do not follow its pattern. Irregular forms are shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Jugar jugar (to play) Gerund of Jugar jugando (playing) Participle of Jugar jugado (played) Present Indicative of Jugar yo juego, tà º juegas, usted/à ©l/ella juega, nosotros/as jugamos, vosotros/as jugis, ustedes/ellos/ellas juegan (I play, you play, he plays, etc.) Preterite of Jugar yo juguà ©, tà º jugaste, usted/à ©l/ella jugà ³, nosotros/as jugamos, vosotros/as jugasteis, ustedes/ellos/ellas jugaron (I played, you played, she played, etc.) Imperfect Indicative of Jugar yo jugaba, tà º jugabas, usted/à ©l/ella jugaba, nosotros/as jugbamos, vosotros/as jugabais, ustedes/ellos/ellas jugaban (I used to play, you used to play, he used to play, etc.) Future Indicative of Jugar yo jugarà ©, tà º jugars, usted/à ©l/ella jugar, nosotros/as jugaremos, vosotros/as jugarà ©is, ustedes/ellos/ellas jugarn (I will play, you will play, she will play, etc.) Conditional of Jugar yo jugarà ­a, tà º jugarà ­as, usted/à ©l/ella jugarà ­a, nosotros/as jugarà ­amos, vosotros/as jugarà ­ais, ustedes/ellos/ellas jugarà ­an (I would play, you would play, he would play, etc.) Present Subjunctive of Jugar que yo juegue, que tà º juegues, que usted/à ©l/ella juegue, que nosotros/as juguemos, que vosotros/as juguà ©is, que ustedes/ellos/ellas jueguen (that I play, that you play, that she play, etc.) Imperfect Subjunctive of Jugar que yo jugara (jugase), que tà º jugaras (jugases), que usted/à ©l/ella jugara (jugase), que nosotros/as jugramos (jugsemos), que vosotros/as jugarais (jugaseis), que ustedes/ellos/ellas jugaran (jugasen) (that I played, that you played, that he played, etc.) Imperative of Jugar juega tà º, no juegues tà º, juegue usted, juguemos nosotros/as, jugad vosotros/as, no juguà ©is vosotros/as, jueguen ustedes (play, dont play, play, lets play, etc.) Present Perfect Indicative of Jugar yo he jugado, tà º has jugado, usted/à ©l/ella ha jugado, nosotros/as hemos jugado, vosotros habà ©is jugado, ustedes/ellos/ellas han jugado (I have played, you have played, she has played, etc.) Pluperfect (Past Perfect Indicative) of Jugar yo habà ­a jugado, tà º habà ­a jugado, usted/à ©l/ella habà ­a jugado, nosotros/as habà ­amos jugado, vosotros habà ­ais jugado, ustedes/ellos/ellas habà ­an jugado (that I had played, that you had played, that he had played, etc.) Future Perfect Indicative of Jugar yo habrà © jugado, tà º habrs jugado, usted/à ©l/ella habr jugado, nosotros/as habremos jugado, vosotros habrà ©is jugado, ustedes/ellos/ellas habrn jugado (I will have played, you will have played, she will have played, etc.) Present Perfect Subjunctive of Jugar yo haya jugado, tà º hayas jugado, usted/à ©l/ella haya jugado, nosotros/as hayamos jugado, vosotros hayis jugado, ustedes/ellos/ellas hayan jugado (that I have played, that you have played, that he has played, etc.) Past Perfect Subjunctive of Jugar yo hubiera/hubiese jugado, tà º hubieras/hubieses jugado, usted/à ©l/ella hubiera/hubieses jugado, nosotros/as hubià ©ramos/hubià ©semos jugado, vosotros hubierais/hubieseis jugado, ustedes/ellos/ellas hubieran/hubiesen jugado (that I had played, that you had played, that she had played, etc.) Conditional Perfect of Jugar yo habrà ­a jugado, tà º habrà ­as jugado, usted/à ©l/ella habrà ­a jugado, nosotros/as habrà ­amos jugado, vosotros habrà ­ais jugado, ustedes/ellos/ellas habrà ­an jugado (I would have played, you would have played, he would have played, etc.) Progressive Tenses of Jugar The many progressive tenses use the appropriate form of estar followed by the gerund, jugando. Sample Sentences Showing Conjugation of Jugar Los nià ±os espaà ±oles quieren jugar ms con sus padres. (Spanish children want to play more with their parents. Infinitive.) Es el partido ms importante que he jugado en mi vida. (Its the most important match Ive played in my life. Present perfect.) Los nià ±os juegan al escondite. (The children are playing hide-and-seek. Present indicative.) Me estoy jugando la vida profesional. (Im playing the professional life. Present progressive.) Ayer juguà © todo el dà ­a sin problemas. (Yesterday I played all day without any problems. Preterite.) Muchas veces jugamos mejores que ustedes. (We often play/played better than you. This sentence could be in either the present or the preterite tense, depending on the context.) Mis hijos jugaban en la calle mientras yo limpiaba la casa. (My children were playing in the street while I cleaned the house. Imperfect.) Yo estaba jugando en el parque central de la universidad. (I was playing in the universitys central park. Imperfect progressive indicative.) Si hubià ©ramos tenido ms tiempo, habrà ­amos jugado mejor. (If we had had more time, we would have played better. Conditional perfect.) Sers emparejado con un compaà ±ero con el que jugars durante la duracià ³n de la ronda. (You will be paired off with a companion with whom you will play for the length of the round. Future.) Lo habrà © jugado mil veces, y nunca me cansa. (I will have played it 1,000 times, and I never get tired of it. Future perfect.) Su madre me garantizà ³ que à ©l siempre jugarà ­a a fondo. (His mother guaranteed me that he would always play his best. Conditional.) Busco un videojuego que juegues con otras personas. (Im looking for a videogame that you play with other people. Present subjunctive.) Tenà ­a un proyecto para desarrollar programas de cà ³mputo que jugaran ajedrez. (She had a project for developing computer programs to play chess. Imperfect subjunctive.)  ¡Juega a tope! (Play your best! Imperative.) Los nià ±os habrn estado jugando en el bosque. (The children will have been playing in the forest. Future progressive perfect.)

A Critique of Federal Agencies Prior to the September 11 Essay

A Critique of Federal Agencies Prior to the September 11 - Essay Example Several agents are criticised for having failed to effective and efficient in preventing terrorism acts, some of these agents discussed in this paper include the FBI, the INS, CIA, immigration department and the FAA.In February 1993 a bomb exploded under the twin towers and the FBI arrested proprietors of the act including Mohammed Salameh and Nidal Ayyad who were convicted, however it was clear that these were not the only individuals who plotted the bombing, (NCTA report (2004) page 74)In the department of justice countering terrorism is under the FBI, before the 9/11 bombing the special agents in FBI field offices were free to set priorities and assign officers appropriately. To avoid duplication each office worked on different cases. The organisation of the FBI was organised in such a way that they did not put much effort on counter terrorism activities and this was due to two reasons. (NCTA report (2004) Page 74)Performance in the FBI was determined by the number of arrests and prosecutions, this made special agents to concentrate more on domestic crimes rather than terrorism because counter terrorism work involved lengthy investigation that in the long run would not yield positive results. This also made individual officers to concentrate much on domestic crimes such as drug crimes and gang crimes. (NCTA report (2004) Page 74)... ffice of origin concept, this means that a field office was assigned a specific case, this meant that if a field office was concentrating on a certain case the other officers would be working on other cases, the New York office was assigned the Bin Laden case following the east Africa bombing. As a result of this individual officers were less concerned with the Bin Laden case and this meant that the New York office held all the information regarding al Qaeda. (NCTA report (2004) Page 74) Louise Freeh was appointed as the director of the FBI in 1993, he brought changes in the to bureau including decentralisation, after the 1993 bombing Freeh created a division in the bureau that would concentrate mainly on counterterrorism, the FBI counterterrorism division budget tripled but in 1998 and 2000 the counterterrorism budget remained relatively constant, this meant that the bureau did not concentrate on emphasising more on terrorism, the other problem that arose is that the budget allocated to this new department would be reprogrammed for use in other cases, this was also evident where twice as many individuals in the bureau concentrated on local crimes. (NCTA report (2004) Page 76) This new division was supposed to provide new information that the FBI did not have, however the new division was treated as one that provided assistance to the existing case, the recruitment was done within the FBI and the bureau failed to recruit individuals with relevant education to help in analysis of terrorism, for this reason therefore the creation of the division would not meet the main objective which was to counter terrorism. (NCTA report (2004) Page 77) The FBI also faced some legal constraints in investigating international terrorism, the 1978 congress enacted the foreign