Strategic hospitality management(the case of yum) Study

A good life according to Saint Augustine Essay Example | Topics and Well Written Essays - 1000 words

A decent life as per Saint Augustine - Essay Example here riches and influence are accepted to be images of a decent life, do our absolute best to obtain them and secure them in our lives however in doing so the line that recognizes great from fiendish hazy spots and brings up issues asking into the legitimacy of censuring every malevolent demonstration that are executed to accomplish a decent purpose. Inquiries likewise emerge concerning the idea of satisfaction accomplished from such acts and whether this bliss is really what we requirement for a decent life. â€Å"All evil individuals, much the same as great individuals, want to live unafraid. The thing that matters is that the acceptable, in craving this, dismiss their affection from things that can't be had without the dread of losing them. The devilish then again, attempt to dispose of whatever keeps them from getting a charge out of things securely.† (Augustine pg 7-8) Holy person Augustine, Bishop of Hippo, in the above reference, fundamentally explains a significant reason for the contention he has introduced in his book â€Å"On the Free Choice of the Will† for example the decision given to people to pick directly over wrong and do great over abhorrent as a framework to decide what acts are condemnable and so forth. Anyway regardless of this obvious opportunity, we regularly feel constrained to rehearse certain demonstrations that are in any case thought about malevolence, so as to accomplish an ideal decent. In that sense and without the legitimization that the law people make denounces properly just acts that are wrongs, an excellent homicide of his lord by a slave who wishes to live unafraid is seen as a decent as opposed to the malicious it is generally taken to be. (Augustine pg 6 - 7) Anyway our inward feeling of equity flags that such a recognition isn't right and may make devastation in the public eye as every abhorrent demonstration might be followed as per the general inclination of one want or the other, all of which guarantee to the individual an existence of joy, security and solace. In this manner the at first basic inquiry of whether through and through freedom is a decent or fiendishness has carried the peruser to challenge everything

Fun Date Ideas

Fun Date Ideas 5 Fun Date Ideas at College Home›Education Posts›5 Fun Date Ideas at College Education PostsEveryone wants to go out somewhere with his/her beloved and get out of campus and forget about college troubles. However, when this long-awaited day comes, there appears another problem how to impress your love and make a wonderful date. Of course, it may be challenging as students have no extra money for dating and therefore, they do not know how to make a beautiful, exiting date without spending a lot of money. But when it comes to love, you must never lose your hope.For this very reason, qualitycustomessays.com offers you 5 fun date ideas:Date on the roof: You may organize romantic and exiting date on the roof. It will be interesting and unexpected. You may simply enjoy wonderful view and each other or you may organize a dinner for your beloved.Plan a picnic. Going on a picnic is a cheap and romantic date. You only have to prepare some lunch, it may be a couple of sandwiches and some drinks. It is very easy and lovely way to make a date.Go dancing. It will be a fun date for college students. All young people like dancing and hanging out. You will become closer to each other while dancing and will don’t feel a tense. Moreover, dancing is good for your health.Go to a concert. Find a local band that is playing in the bar and go to a concert. It’s lovely experience; you will listen cool music and have some fun.Visit driving movie theatre. It is a nice alternative to the cinema. Many loving couples like such dates and it is not a surprise as it is original idea for dating. For more comfort, you may take pillows and counterpane.Take into account these ideas or you may think over your own, but remember that it doesn’t matter where you spend your date if the right and really beloved person is with you!

Theme of Motherhood in James Joyces Ulysses Essay

James Joyce structured Ulysses to correspond with events in Homers Odyssey. The relationship between two principle characters in Ulysses, Leopold Bloom as a sonless father and Stephen Dedalus as a fatherless son parallels the circumstances of Odysseus and Telemachus. This interpretation of the relationship between Bloom and Stephen, however, does not account for a significant theme of Ulysses, that of motherhood. Despite the idea that Bloom is a father looking for a son and that Stephen is a son looking for a father, the desires of both of these characters go beyond that of a father and son relationship. Although Joyce makes it evident that Bloom is, in face, in search of a son, Bloom is more suited to assuming the role of a mother than a†¦show more content†¦The intellectual Stephen even ponders the first mother of all life, Eve. Finally, Stephen says that Amor matris, ambiguously defined as either a mothers love for her child or a childs love for the mother (Gifford, p.241 ), may be the only true thing in life (p. 207). The emphasis on fertility in Ulysses also indicates the significance of motherhood. Stephen expresses his concern for the Godpossibled souls that we nightly impossibilise, which is a sin against the Holy Ghost, Very God, Lord and Giver of Life (p. 389). One of the narrators in Oxen of the Sun echoes this sentiment with Copulation without population! No, say I! (p. 423) In this same episode, Mina Purefoy, the mother of numerous children, is currently in labor. The narrator of the episode and Stephens acquaintances at the hospital beatify Mina Purefoys husband for being a fountain of fecundity and for performing his mans work (p. 423). The reference to Molly as Marion of the bountiful bosoms by the anonymous narrator of the Cyclops episode again emphasizes the focus on fertility (p. 319, italics mine). Finally, the importance of fertility is epitomized in the analogy between death and the woman who is no longer fertile: Dead: an old womans: the grey sunken cunt of the world (p. 61). Only Blooms wife, Molly, offers a different perspective on the fertility issue. In Penelope, Molly condemns the apotheosis of Mr.

A comparison of the United States Constitution And The...

Introduction The United States Constitution and The Declaration of Independence are two of America s most famous documents that laid the foundation for it s independence as a nation and separation from British rule. The following paper will compare these two documents and decipher the difference of the two. While both Declaration of Independence and the United States Constitution contain important information regarding America s independence they are also different in many respects. Drafted by Thomas Jefferson, the Declaration of is Independence one of the nation s most cherished symbols of liberty and Thomas Jefferson s most enduring monument. Each colony sent delegates to Philadelphia, Pennsylvania in 1774 to form the First†¦show more content†¦This is why it is commonly called the supreme law of the land. The purpose of the government is found in the Preamble and for the government to be successful; the Founding Fathers established three main principles on which our Government is based: 1.Inherent rights -- rights that anyone living in America has 2.Self government -- government by the people 3.Separation of powers -- branches with different powers The UnitedShow MoreRelatedComparing The Declaration Of Independence926 Words   |  4 PagesCOMPARISON PAPER 2 The US Constitution, The Declaration of Independence as well as the Letter to the Danbury Baptist are not just historical documents, but are some of if not the most important documents of the history of our nation. Although, similar in many facets the intentions and the goal pursued by each highlight their individuality. The fact that the Declaration of Independence wasRead MoreThe Declaration Of Independence And Independence969 Words   |  4 PagesThe US Constitution, The Declaration of Independence as well as the Letter to the Danbury Baptist are not just historical documents, but some of if not the most important documents of the history of our nation. Although, similar in many facets the intentions and the goal pursued by each highlight their individuality. The fact that the Declaration of Independence was the first to be implemented and signed is of significant importance as it set the pace and put in motion the proceeding documents thatRead MoreA Comparison of the Founding Do cuments for the United States of America1147 Words   |  5 PagesA Comparison of the Founding Documents for the United States of America Liberty University A Comparison of the Founding Documents for the United States of America This document will provide a brief comparison and synopsis of some of the most important writings of our time: The Declaration of Independence, Thomas Jefferson’s letter to the Danbury Baptists, and the U.S. Constitution. Also, this will be an analysis of what I believe the signers of the Declaration of Independence and the U.S. ConstitutionRead MoreThe United States Constitution And The Declaration Of Independence1246 Words   |  5 PagesD.O.I vs. US Constitution The United States Constitution and the Declaration of Independence are two of the most important documents in American history. Despite being written only eleven years apart and influenced by many of the same founders, these two documents are very different from each other. To understand the two documents better, you must distinguish certain areas of comparison between them. The three areas of comparison, I will speculate and contrast will center on the main goals of theRead MoreThe United States Constitution And The Declaration Of Independence1229 Words   |  5 PagesThe United States Constitution and the Declaration of Independence are two of the most important documents in American history. Despite being written only eleven years apart and influenced by many of the same founders, these two documents are very different from each other. To understand the documents better, certain areas of comparison must be distinguished between them. The three areas of comparison I will speculat e and contrast will center on the main goals of the documents, certain key wordsRead More All Men Created Equal Essay1091 Words   |  5 Pages All Men Created Equal America has undergone incredible hardships as a nation. No issue has had more impact on the development of the American definition of freedom than the issue of slavery. Did the Constitution specify which men were created equal? Surprisingly enough the phrase quot;all men are created equal with certain inalienable rightsquot; did not mean what it does today. 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As societyRead MoreRhetorical Analysis of The Gettysburg Address Essay776 Words   |  4 Pagesthe Union soldiers a new perspective on the war and something to fight for. Before the address, the Civil War was based solely on states’ rights. Lincoln’s speech has the essence of America and the ideals that were put into the Declaration of Independence by the founders. The sixteenth president of the United States was capable of using his speech to turn a war on states rights to a war on slavery and upholding the principles that America was founded upon. By turning the Civil War into a war that was

Exploring professional values A Case Study in a primary school Free Essays

string(112) " freedom of expression and association – this is an overarching theme that St Francis School has at its core\." Introduction Childhood can be defined as a transition through a series of pre-defined stages, each discernible by their own essential features and characteristics (Devine, 2003). However, children are no longer viewed by society as passive beings that are to merely be moulded by those around them, but are now seen as being active in this process; they must be seen as social actors in their own right (Thomas, 2004). Children are now undisputedly regarded as active social beings with the capacity to engage critically with both their social and personal environment. We will write a custom essay sample on Exploring professional values: A Case Study in a primary school or any similar topic only for you Order Now In modern Western societies one of the defining features of childhood is the compulsory attendance at school (Devine, 2003). However, teachers are also instilled with the authority to exercise control over the time of a childr’s life at school, instilling in them both values and skills necessary for their lives as grow ups. The purpose of such a doctrinal educational regime is to begin to prepare the child with the skills and attitudes which will enable him or her to effectively and competently take their place in society. It also fosters the development of the child’s individuality and their independence, enabling him or her to discover their own talents and interests. ( . As such, input by school children is vital to the fair running of a process that will have such a gargantuan impact over their whole lives.Thus, this case study will therefore look at the aims of a primary school, the values, the institutional policies in relation to the United Nations Convention on the Rights of the Child (UNCRC) (1989) and the opportunities, challenges and barriers to implementation of the institutional aims and its policies. St Francis School: its values, aims, and the work that they do. Primary schools are constructed, administered and shaped by adults specifically for children. As social institutions they therefore play a central role in the construction of a child’s perception of themselves, the social world and of their place within it (Devine, 2003). They are a highly social environment wherein both teachers and students identities are simultaneously challenged and affirmed. Moreover, they provide a space where children can form relationships with their peers, which will bring them both challenges and opportunities. To demonstrate and analyse these distinct integers and aims, I am therefore going to describe a study I have conducted of St. Francis Catholic Primary School.(St. Francis School) a wherin I interviewed a teacher from year two of this Catholic voluntary aided primary school. By way of background St. Francis School is much larger than an average-sized primary school. There are two large classes in each year group all the way from Year 1 to Year 6; also there is an Early Years Foundation Stage that comprises two part-time Nursery classes and two full-time Reception classes. In sum, it is a large mixed school with 457 students and the age range of the pupils is between 3 and 11 (St. Francis School). The proportion of pupils with special educational needs supported at school is much lower than average(Ofsted, 2013). The aim of this school is to work in tandem with the parents and guardians for the benefit of the children and rely on them for both support and co-operation in all that the school tries to achieve (St. Francis Primary School). Through this it is intended to provide a stimulating environment in which effort, talent and personal success can be rewarded, special needs are met, and cultural diversity is celebrated. Thus children should leave the school prepared for the world and feel confident, valued and respectful members of society as a whole. Overseeing this operation there is a governing body that has the sole responsibility for admissions to St Francis School. The Governing Body is made up of four distinct categories of governors, with 16 members in total. The main task of the govenors is to have a strategic role in running the school and to act as a â€Å"critical friend† to the head teacher by providing advice and support (St Francis Primary School). The primary school teachers work with children aged between the ages of 5 and 11 by which time most of these children will have already achieved 80 per cent of their intellectual growth (Alexander, 1986). The teachers are required to teach all of the subjects which are in the national curriculum and is therefore under an obligation to conceive, plan and implementthe whole curriculum during that period of the year. Consider the institutional policies in relation to the UNCRC. You may do this either by a document search that includes the organisation’s website, leaflets, policies, documents and/or interviews. Analysis of the St. Francis School policies in relation to the UNCRC Until the 19th Century a child was not a legal entity, no statute law (Acts of Parliament) referred specifically to children. It was only during the course of the 20th Century that this was introduced under the Children Act 1975, that started to consider a child’s wishes and feelings in a very limited way. It was indeed only with the introduction of the Children Act 1989 that the law began to view children completely as individual people with their own right to a say in their own lives (Thomas, 2004). The idea that children should be treated seriously as a person in their own right, with a voice – both to express and to be heard – is relatively new and was only finally given legitimacy in the UNCRC which has now been endorsed by most of the world’s nations, alongside the spread of universal schooling, it is one of the most powerful globalizing influences of the modern age (Woodhead, 1997) and was ratified into UK law in1991. The UNCRC is seen as an important advance as it is not just a generalised statement of good intention, but recognizes the child’s capacity to act independently, giving not just protection, but also enabling right, such as the right to freedom of expression and association – this is an overarching theme that St Francis School has at its core. You read "Exploring professional values: A Case Study in a primary school" in category "Essay examples" Article 12 UNCRC states â€Å"shall assure to the child who is capable of forming his or her own views the right to express views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child† (UNCRC, 1989 art. 12)and thus can be seen as the fulcrum of the whole Convention and is a fundamental tenet of the St Francis School ethos.. At St Francis the planning of every aspect of the school takes into account the views of the student, this does not mean adapting completely, but recognizing the most powerful overarching ideas that are presented. The teacher thus believes that no student is too young to contribute ideas to the good running of the school. At St Francis’, Child Protection and the prevention of abuse is also a key priority and thus in line with the UNCRC. Commitment to equality of opportunity and an entitlement to learning for all means that Child Protection issues are vital to ensure that the school is a safe and secure environment for children to develop. Indeed, as is stated in Article 3 of the UNCRC â€Å"the best interests of the child must be a top priority in all things that affect them† (UNRC, 1989). The Opportunities, challenges and barriers to the implementation of the institutional aims and policies at St Francis School Children and schools are, due to the system, relentlessly evaluated in terms of productivity, efficiency and competitiveness. However, children also evaluate each another in their own social world and must be seen as, active in the determination of their own social lives (Thomas, 2004). Article 3 UNCRC provides â€Å"that all the actions concerning the child should take full account of his or her best’s interests†. As such St Francis School much make sure that the teacher – student ratio in actual class sizes remain high. However, St Francis School faces challengers in light of the fact that the normal level of resourcing available to a primary school means that there are always limitations on what can be done and on the range of experiences which can be offered to children (Pollard, 1985).Due to such limitations of material resources, children will often have to fit in with the procedures, routines and activities which the teacher develops in order to manage the situation, an issue that on observation St Francis School faces. Therefore, as classrooms are highly evaluative settings, where a child is routinely evaluated and thus can feel exposed and vulnerable, praise is therefore a necessary requirement of a teacher and as a means of obtaining c lassroom control (Pollard, 1985). In light of these observations and challenges, the following are a series of questions I asked a year two teacher on the eleventh of April 2013 at St Francis School. These questions will be accompanied by the teacher’s answers as well as my observations and analysis on each answer as well as thoughts pertaining to these issues raised: Question: How would you assess your ability to make relationships with children Answer: I believe that I am firm but fair and all children appreciate that so we form good relationships. It is important to me that I feel that I have a good relationship with my students. Observation: It is evident that the exercise of power and the maintenance of control are central elements in the vibrant interplay between teachers and their students, however, developing a positive relationship with the children is an important aspect of a teachers’ role, -providing support and guidance as children progressed through the school (Devine, 2004). It is evident here that this teacher has the correct attitude and balance for a healthy educational environment. Question: Do you find that training courses are beneficial to your career progressionAnswer: They keep you up to date on educational developments and give ideas.. Observation: On-going teacher training is a vital tool in ensuring their success. It would indeed be shocking if a teacher was not to respond in this way. Question: Do you think that the National Curriculum was a good idea? Answer: Yes, because it provided a starting point for all children that is the same nationally. Observation: The National Curriculum represents the precise terrain over which a child’s competency is tested against (Pollard, 1985). However, even in light of the UNCRC the curriculum is still wholly devised and implemented by adults, and reflects their concerns and priorities in education of the children. In a school setting, the increasing pressure on the educations system to teach young people as a whole class for long periods of time each day, together with the emphasis on literacy and numeracy, has resulted in a somewhat reductive curriculum in which there is little room for play which can be seen as a challenge for all primary schools. Although when playing, children will demonstrate and develop skills and ideas. As Drummond (2002: 229) suggests, through play and its capacity to allow children to rehearse and express fantasy, they are able to construct a bridge between inner and outer worlds and set out on the path to becoming fully rational and functional human beings. Thus, break–time provides children with the best opportunity to have fun in school, the playground, is where children will have sufficient independence and freedom from adult supervision and where child culture can grow and flourish (Devine, 2004). Question: How do you ensure that all children are involved in learning, and what strategies do you use to encourage group work amongst other students? Answer: Manipulation is a strategy with which teacher seeks to motivate children to act in ways which will satisfy the teacher goals. Generally if children are friends and are not too disruptive I would leave them together but I usually put somebody who is good beside someone who is weak because if there were two weak children seat together I would have to move them because I do not think they will help one another. Observation: Within the classroom, friends are indeed an important source of support when learning proves to be challenging and peers can provide correct answers andrelieve the tedium of lessons through secret games and activities. Question: How would you handle a student who is a consistent behavioural problem in your class? Answer: There are school systems in place for that e.g traffic light, but also I try to understand what is causing that behaviour in the first place. Observation: Behavioural problems although serious issues can be overcome. Seating arrangements can vastly improve this issue as the layout of the furniture and the positioning of individual children cancontrol a pupil’s interaction and facilitate learning. The teacher’s priorities for children’s learning are reflected in the this deliberate structuring of the classroom space to provide an environment where their behaviour is easily monitored and controlled. A system of rewards and punishments are usually employed in an attempt to normalise the children behaviour in line with the teacher goals (Devine, 2004). Most children Question: How do you ensure that equal opportunities policies are implemented in the classroom? Answer: The work environment at St. Francis is accessible to all children equally Observation: This teacher wanted good opportunities for all students, those of high academic ability, and those with learning difficulties to develop their talents as fully as possible and to make all students feel valued. As stated in Article 29, â€Å"Education must develop every child’s personality, talents and abilities to the full†. St Francis School therefore confirms to this. Question: What strategies do you use to manage children with special educational needs and what can you do to help this child reach his or her potential? Answer: I utilise distinct plans encompassing specific goals and objectives for the student which will often include strategies to help the child succeed as well as various special arrangements if necessary, for example pictures and audio clips. Observation: This is in line with Article 23 of the UN Convention which gives â€Å"mentally or physically disabled† children the right to education and sufficient tailored care to allow them to lead â€Å"full and decent lives†. Conclusion The education system should both celebrate and allow difference and diversity to flourish providing the right opportunities to every child in order to allow them to achieve their potential. A good school like St. Francis School should encompass the distinct challenges involved in the education of all children and offer effective and developmentally appropriate opportunities for each child, with no barriers (Wall, 2004).Indeed, recognising the position of children as sentient beings with the right, as citizens, to be heard in all matters affecting them in school is evidently at fundamental tenet of the St. Francis School ethos – critically engaging with children about all aspects of their education. Thus, this essay contends that a climate of inclusion for children’s voices can be promoted by involving them actively in decisions related to the organisation of their time and space in the classroom (Devine, 2004). References Alexander, R. (1997) Policy and practice in primary education: local initiative, national agenda, London: Routledge Ashton, P. Kneen, P. Davies, F. Holley, B.(1975) The Aims of Primary Education: a study of teachers opinions, London: Macmillan Davie, R. Galloway, D (1996) Listening to Children In Education. London: David Fulton Publishers Ltd. Devine, D. (2003) Children, Power and Schooling: How Childhood is Structured in The primary School. Stoke on Trent: Trethan Books. Drummond, M. (2012) Assessing Children’s Learning. London: Routledge Classic Edition James, A. Prout, A. (1989) Constructing and Reconstructing. 2 nd Childhood. London: Falmer Press. Maynard, I. Thomas, N, (2004) An Introduction to Early Childhood Studies. London: Sage Publications. Pollard, A. (1985) The Social World of the Primary School. London: Cassel Education Ltd. St. Francis Catholic Primary School, http://www.st-francis.newham.sch.uk/, Accessed on 01/04/13. The United Nations Convention on the Rights of the Child (1989) How to cite Exploring professional values: A Case Study in a primary school, Free Case study samples

Reflective Paper on The Assault by Harry Mulishch Essay Example

Reflective Paper on The Assault by Harry Mulishch Essay After reading The Assault by Harry Mulishch, about Anton Steenwijk’s experience in 1945 during World War II and coping with the memories of the traedy for the rest of his life, I am left somewhat shocked. Due to the assignation of Fake Ploeg, a Nazi Collaborator, and the body being planted in front of Anton’s house, the Nazis took revenge by killing Anton’s mother, father, and brother and torching their home. The emotional chaos happening at the young age of twelve during this incident follows Anton the rest of his life. Throughout reading the book you notice that in all the episodes a new piece for puzzle is revealed for further reason into the actions of the night in 1945, and more and more we see Anton slowly grow a little unstable as he tries to rationalize every last detail. To me this makes him seem irrational, the way he takes to the information, never getting to upset or letting it effect his life as it is now. Anton analyzes everything he comes in contact with, people, objects, and actions. The way every last detail is noted resembles a semi-obsession with the way everything works; going back to is habit of rationalizing. When a new person brought into light not a single characteristic is left out when describing them he creates a perfect image in your head, making everything realistic like you are experiencing right along with Anton. Most memorable to me is when he describes watching Schultz die, and how Anton can remember the blood stained man laying in the street thirty something years later. We will write a custom essay sample on Reflective Paper on The Assault by Harry Mulishch specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reflective Paper on The Assault by Harry Mulishch specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reflective Paper on The Assault by Harry Mulishch specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Reading him depict everything makes me think he is searching for something, but isn’t sure what he’s looking for yet and won’t stop until he does, which in the end I believe when he finds out the reasoning behind the moving of Fake’s body is he really satisfied. The motifs, I noticed, always appear during times when Anton is reminded of the killing of his parents and brother. The stones first appear as he describes the path entrance to his house, leading him to security. The ashes are the piles of unanswered questions for his past, which he must walk through and clean up before he can be satisfied. The dice are with the night of the assault, and later trigger a sudden outburst of Anton. All he hears that it was just by chance Fake ended up at his house and the Nazis reacted how they did, its all a gamble. These three along with the pure darkness found in the book create the gloomy worrying mood to the readers. From reading this book I got out that the growing up during a war time and facing tragic events never really leave you alone. You will always continue to learn more, whether you accept it or not, and you will always hear different sides of the story. Escaping your past is impossible, for it is your past that plans out your future because your future is unknown; â€Å"one could die at any moment†( ). Reading this also left me a little confused for myself, how would I react to the circumstance Anton faced? Would I be as rational as him? Overall, I really enjoyed this book and found it very inspiring and the best summer reading book I have read yet.

Free Essays on Juvenile Justice System

Title of Article: An Overview of the Juvenile Justice System Juvenile justice is the area of criminal law applicable to persons not old enough to be held responsible for criminal acts. In most states, the age for criminal culpability is set at 18 years. Juvenile law is mainly governed by state law and most states have enacted a juvenile code. The main goal of the juvenile justice system is rehabilitation rather than punishment. Juveniles can be transferred into adult court if the juvenile court waives or relinquishes its jurisdiction. State statutes creating juvenile courts and providing methods for dealing with juvenile delinquency have generally been upheld by courts as an acceptable extension of state police power to ensure the safety and welfare of children. The doctrine of parens patriae authorizes the state to legislate for the protection, care, custody, and maintenance of children within its jurisdiction. The federal role in the field has largely been that of a funder and standard setter. Congress passed the Juvenile Delinquency Prevention and Control Act in 1968. This was later revised in 1972, and renamed the Juvenile Delinquency Prevention Act. The stated purpose of the act is to assist states and local communities in providing community based preventative services to youths in danger of becoming delinquent, to help train individuals in occupations providing such services, and to provide technical assistance in the field. The Federal Juvenile Delinquency Act defines juvenile delinquency (any act that is otherwise a crime, but is committed by someone under 18 years of age) and sets forth rules by which state laws must comply with regard to juvenile court procedures and punishments. In my opinion, Juveniles have an very easy system although it may be for the best that they receive this treatment. Juveniles need treatment so they won’t grow up or grow any longer with the behavior or rage of emotions they feel to... Free Essays on Juvenile Justice System Free Essays on Juvenile Justice System Title of Article: An Overview of the Juvenile Justice System Juvenile justice is the area of criminal law applicable to persons not old enough to be held responsible for criminal acts. In most states, the age for criminal culpability is set at 18 years. Juvenile law is mainly governed by state law and most states have enacted a juvenile code. The main goal of the juvenile justice system is rehabilitation rather than punishment. Juveniles can be transferred into adult court if the juvenile court waives or relinquishes its jurisdiction. State statutes creating juvenile courts and providing methods for dealing with juvenile delinquency have generally been upheld by courts as an acceptable extension of state police power to ensure the safety and welfare of children. The doctrine of parens patriae authorizes the state to legislate for the protection, care, custody, and maintenance of children within its jurisdiction. The federal role in the field has largely been that of a funder and standard setter. Congress passed the Juvenile Delinquency Prevention and Control Act in 1968. This was later revised in 1972, and renamed the Juvenile Delinquency Prevention Act. The stated purpose of the act is to assist states and local communities in providing community based preventative services to youths in danger of becoming delinquent, to help train individuals in occupations providing such services, and to provide technical assistance in the field. The Federal Juvenile Delinquency Act defines juvenile delinquency (any act that is otherwise a crime, but is committed by someone under 18 years of age) and sets forth rules by which state laws must comply with regard to juvenile court procedures and punishments. In my opinion, Juveniles have an very easy system although it may be for the best that they receive this treatment. Juveniles need treatment so they won’t grow up or grow any longer with the behavior or rage of emotions they feel to...

Awesome Google Tricks You Didnt Know Existed [Infographic]

Awesome Google Tricks You Didnt Know Existed [Infographic] Google is an integral part of our lives. Whether we’d like to admit it or not, we rely on Google for many things. It has become an encyclopedia for most of us. But how can we take our use of Google to the next level in order to truly make the most of theis valuable tool? The folks over at whoishostingthis  have compiled an infographic detailing some pretty awesome  Google tricks  that you probably are not  familiar with. Check them out below:

Reflective report covering the whole of this module Essay

Reflective report covering the whole of this module - Essay Example Problems solving is crucial in every particular aspect of life where one is confronted with problems and challenges that comes in their way (Krantz, 1997). In the introduction phase of the subject area, I was introduced with some of the basic roles and opportunity that are associated with the role of a consultancy. The module included the teaching duo of Mrs Susan Linkman and Mr Steve Linkman. From the introduction phase I was able to learn that the job role of a consultant mainly includes people management, project management and their problem solving behaviour among others. It would be crucial to depict that a consultant is a person who gives expert advice to others in any particular domain. Hence, he/she must develop their competency in numerous areas. I have also learnt about the types of consultant along with their respective job role. My learning in the initial stages of the module also included the steps which a consultant needs to follow with regard to successful execution of the responsibility of their job. I was also told about the courses that are associated with the profession of consultant in a comprehensive manner. I believe this learning will be quite helpful for me in the future context as it enables me to comprehend the basic knowledge regarding a consultant and their working approach. In the subsequent days of my association with the module, my learning was augmented in the area of creative problem solving relative to the domain of consultancy. I learnt that creative problem solving approach include analysing the problems comprehensively and creating diverse or innovative strategies to deal with the same (Meador, 1997). From this part of the module I was able to comprehend that the creative methods of problem solving includes proper identifying of the problems in concern along with generating comprehensive understanding regarding the same. I understand that this aspect needs to be followed by decision making along

The Two of a Great Artworks of Georgia O'Keeffe Essay

The Two of a Great Artworks of Georgia O'Keeffe - Essay Example The form of art used is Painting. Not being the portrait paintings, these two pieces represent Creative Painting form of art, wherein O'Keeffe's has used her imagination. The Sky Above The Clouds puts on canvass her imagination to bring out how the sky looks from a height above 30,000 feet from the aeroplane. The painting uses very few colours giving it a sombre look and is one of the most appreciated art pieces of O'Keeffe. The Gray Line puts on canvass a feeling of serenity. It is an abstract painting leaving it for the viewers to understand what it tries to speak. Most of the reviews written on it link it with the beauty of women and the tenderness of women. Both are essentially two-dimensional artworks. It is to be noted here that graphic designs, drawings, paintings belong to the two-dimensional art forms whereas the three-dimensional art form has length, breadth, and height which include sculptures, statues etc. Both the artworks of O'Keffee under discussion belong to the Abstr act form of art. This is so because the art itself on its look does not depict anything in the natural world in particular. Instead, it is making use of colours in a non-representational way. It depicts real forms, keeping just an allusion of the original subject that it wants the viewer's mind to hit. These paintings carry an intrinsic quality of od abstraction making them â€Å"non-figurative† â€Å"non-objective" as well as "non-representational†. Both the art pieces belong to Fine Arts indicating a form of visual art and are concerned with beauty that appeals to the viewer's mind.

Race and Culture in American Films :: Media Latin Americans Movies Film Essays

Race and Culture in American Films "One of the side effects of American cinema was often crushingly brutal portrayals of other races and cultures, depictions that spread to larger audiences than eve before possible around the nation and even around the globe."(Keller,5) The visual images depicted through the video montage "Gringo in Mananaland" support many of Keller's views on the harsh portrayals of Latin@s through American media. The video succeeds in emphasizing the particular roles that Latin Americans played in the early years of film. Latin@s were seen as entertainers that would "appear in a context that makes them either foils to or sex objects of Anglos."(Keller,39) This idea is particularly evident through the specific gender roles that Latin@s played throughout the video. Keller describes the three most common roles for Hispanic females in American film. The role that seemed to most often be filled by the Latinas was that of a cantina girl. Basically a dancing, singing sex object, the cantina girl is a "naughty lady of easy virtue, who is also outgoing and exhibitionistic."(Keller,40) As Keller states, "outside the parameters of romance or sex, there are virtually no roles for Hispanic females. The Latina was portrayed as a pursuer of the Anglo man, always waiting for him to enter her life, and always willing to "discard her Latin suitor in favor of the Anglo."(Keller,40) In general, the Latinas in the video montage were portrayed as sexual temptresses with little respect for themselves or their values. Hispanic males were most often portrayed either serving to the Anglo males or lusting after the Anglo women. The various roles that Hispanic men played in American films were usually limited to negative characters such as bandits or greasers. The depiction of Latin@s in early American cinema is far from accurate and rarely displays realistic living situations of Hispanics. It is evident from both the video and from Keller's descriptions in Hispanics and United States Film that the Latin@s were portrayed as ignorant, uneducated, unproductive people in American films. They were primarily entertainers, and were never placed in real life situations in the Latin American community. Keller's belief that "white Americans believed in the superiority of the white race and depicted this superiority on the silver screen"(32) was clearly evident in the video montage.

Health History and Examination Essay

Health Assessment of the Head, Neck, Eyes, Ears, Nose, Mouth, Throat, Neurological System, and the 12 Cranial Nerves Skin, Hair, Nails, Breasts, Peripheral Vascular System, Lymphatics, Thorax, Heart, Lungs, Musculoskeletal, Gastrointestinal, and Genitourinary Systems Save this form on your computer as a Microsoft Word document. You can expand or shrink each area as you need to include relevant data for your client. Student Name: Date: Client/Patient Initials: C.B.Sex: FAge: Occupation of Client/Patient: Retired Health History/Review of Systems (Complete and systematic review of systems) Neurological System (headaches, head injuries, dizziness, convulsions, tremors, weakness, numbness, tingling, difficulty speaking, difficulty swallowing, etc., medications): None Head and Neck (pain, headaches, head/neck injury, neck pain, lumps/swelling, surgeries on head/neck, medications): Occasional migraines. Meds: Phenergan PRN. Compliant with treatment Eyes (eye pain, blurred vision, history of crossed eyes, redness/swelling in eyes, watering, tearing, injury/surgery to eye, glaucoma testing, vision test, glasses or contacts, medications): None Ears (earache or other ear pain, history of ear infections, discharge from ears, history of surgery, difficulty hearing, environmental noise exposure, vertigo, medications): Hard of hearing in left ear. Wears a hearing aid daily. Nose, Mouth, and Throat (discharge, sores or lesions, pain, nosebleeds, bleeding gums, sore throat, allergies, surgeries, usual dental care, medications): None Skin, Hair and Nails (skin disease, changes in color, changes in a mole, excessive dryness or moisture, itching, bruising, rash or lesions, recent hair loss, changing nails, environmental hazards/exposures, medications): Chicken pox during childhood. Several skin tags removed on face and neck. Daily sunscreen 30 SPF Breasts and Axilla (pain or tenderness, lumps, nipple discharge, rash, swelling, trauma or injury to breast, mammography, breast self-exam, medications): None Peripheral Vascular and Lymphatic System (leg pain, cramps, skin changes in arms or legs, swelling in legs or ankles, swollen glands, medications): Pt. states she has Restless Leg Syndrome. No formal diagnosis made. Frequent muscle aches all over that require routine cortisone injections. Cardiovascular System (chest pain or tightness, SOB, cough, swelling of feet or hands, family history of cardiac disease, tire easily, self-history of heart disease, medications): Family history of CHF. Pt has had a pacemaker since 2013. Thorax and Lungs (cough, SOB, pain on inspiration or expiration, chest pain with breathing, history of lung disease, smoking history, living/working conditions that affect breathing, last TB skin test, flu shot, pneumococcal vaccine, chest x-ray, medications): Pneumonia in the past. Current on Flu and Pneumonia vaccine. Musculoskeletal System (joint pain; stiffness; swelling, heat, redness in joints; limitation of movement; muscle pain or cramping; deformity of bone or joint; accidents or trauma to bones; back pain; difficulty with activity of daily living, medications): Joint pain and stiffness. Diagnosed with Rheumatoid Arthritis. Gastrointestinal System (change in appetite – increase or loss; difficulty swallowing; foods not tolerated; abdominal pain; nausea or vomiting; frequency of BM; history of GI disease, ulcers, medications): Daily BMs Genitourinary System (recent change, frequency, urgency, nocturia, dysuria, polyuria, oliguria, hesitancy or straining, urine color, narrowed stream, incontinence, history of urinary disease, pain in flank, groin, suprapubic region or low back): None Physical Examination (Comprehensive examination of each system. Record findings.) Neurological System (exam of all 12 cranial nerves, motor and sensory assessments): A.OLFACTORY: I let the patient identify the smell of toothpaste, and facial grimace noted B.OPTIC: Patient able to read label of toothpaste tube C.OCULOMOTOR: Using a penlight and approaching from side, I shine a light on a pupil and observed the response of the pupil. I did the same on the other side and the pupil constricted when looking at a near object, and dilated when looking at a distant object. Pupils are equally round and reactive to light. D. TROCHLEAR AND ABDUCENS: (cardinal gaze ) I held a penlight 1ft. in front of the client’s eyes, and let the patient follow the movement of the light with the eyes only. Client’s eyes followed as I move the penlight but in late response. E.TRIGEMINAL Touched the lateral sclera of the eye to elicit blink reflex. To test light sensation I wiped a wisp of cotton over client’s forehead. Client has a positive corneal reflex, able to respond to light sensation, and sensitive to pain. F.ABDUCENS Client able to move eyeballs laterally G. FACIAL Client able to do different facial expressions such as smiling, frowning and raising of eyebrows; able to identify different tastes such as sweet, salty and bitter taste H. ACOUSTIC Client able to hear loud and soft spoken words; able to hear ticking of watch in both ears. I.GLOSSOPHARYNGEAL Client able to identify different tastes such as sweet and salty, able to move tongue from side to side and up and down, able to swallow without difficulty with positive gag reflex J. VAGUS Client able to swallow without difficulty K. SPINAL ACCESSORY Client able to shrug shoulders and turn head from side to side against resistance L. HYPOGLOSSAL Client able to protrude tongue at midline and move from side to side Head and Neck (palpate the skull, inspect the neck, inspect the face, palpate the lymph nodes, palpate the trachea, palpate and auscultate the thyroid gland): Negative for lesions, scaling, tenderness, and masses Eyes (test visual acuity, visual fields, extraocular muscle function, inspect external eye structures, inspect anterior eyeball structures, inspect ocular fundus): Conjunctiva – normal color – pink over lower lids, white over sclera Sclera – white Ears (inspect external structure, otoscopic examination, inspect tympanic membrane, test hearing acuity): Negative for redness, swelling, discharge, or foreign bodies Nose, Mouth, and Throat (Inspect and palpate the nose, palpate the sinus area, inspect the mouth, inspect the throat): Nose: Negative for lesions, swelling. Some nasal discharge noted Mouth: Negative for canker sores or lesion Throat: No lesions are redness noted Skin, Hair and Nails (inspect and palpate skin, temperature, moisture, lesions, inspect and palpate hair, distribution, texture, inspect and palpate nails, contour, color, teach self-examination techniques): Skin: Clean and intact. No breakdown noted Hair: Clean and dry. Mild dandruff noted Nails: Trimmed and neat Breasts and Axilla (deferred for purpose of class assignment) Peripheral Vascular and Lymphatic System (inspect arms, symmetry, pulses; inspect legs, venous pattern, varicosities, pulses, color, swelling, lumps): Arms symmetrical. Pulses palpable. Patient walks with a limp and uses a cane. Varicose veins noted BLE. Mild edema noted RLE. Cardiovascular System (inspect and palpate carotid arteries, jugular venous system, precordium heave or lift, apical impulse; auscultate rate and rhythm; identify S1 and S2, any extra heart sounds, murmur): Patient has a pacemaker. Pulses palpable. No abnormal heart sounds noted. Thorax and Lungs (inspect thoracic cage, symmetry, tactile fremitus, trachea; palpate symmetrical expansion;, percussion of anterior, lateral and posterior, abnormal breathing sounds): Respirations even and unlabored. No accessory muscles used. No retraction noted. Musculoskeletal System (inspect cervical spine for size, contour, swelling, mass, deformity, pain, range of motion; inspect shoulders for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect elbows for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect wrist and hands for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect hips for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect knees for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect ankles and feet for size, color, contour, swelling, mass, deformity, pain and range of motion): Muscles developed without atrophy/hypertrophy. Arms & legs symmetric. No  varicosities, or tenderness. Joints non-tender, without swelling, and with full ROM. Muscle tone & strength 5/5 bilaterally. Spine has full ROM and is without tenderness or deformities. Gastrointestinal System (contour of abdomen, general symmetry, skin color and condition, pulsation and movement, umbilicus, hair distribution; auscultate bowel sound;, percuss all four quadrants; percuss border of liver; light palpation in all four quadrants– muscle wall, tenderness, enlarged organs, masses, rebound tenderness, CVA tenderness): Abdomen firm and round. Bowel sounds x 4. General abdominal tenderness reported. Reported having regular BMs Genitourinary System (deferred for purpose of this class) FHP Assessment Cognitive-Perceptual Pattern: Neurologic functions, Sensory experiences such as pain and altered sensory input all intact. Pt AAOx3 Nutritional-Metabolic Pattern: Patient eats a regular diet and watches what she eats. Sexuality-Reproductive Pattern: Patient has had 8 children and 1 miscarriage. Pattern of Elimination Patient reported having daily BMs Pattern of Activity and Exercise: Patient walks around her neighborhood at least 3 times per week Pattern of Sleep and Rest: Patient sleeps at least 7 hours a day. Patient denied using any sleeping aids. Pattern of Self-Perception and Self-Concept: Patient is proud of her accomplishments as a wife, mother and grandmother. She is also very proud of her cooking and the satisfaction it gives others. Summarize Your Findings (Use format that provides logical progression of assessment.) Situation (reason for seeking care, patient statements): Patient was voluntarily for me in completion of this project. Background (health and family history, recent observations): Patient is a mother of 8, grandmother to 22 and great grandmother to 7 Assessment (assessment of health state or problems, nursing diagnosis): Patient is in overall good health for her age. She does use a cane to an ankle injury but has no other major health issues. Recommendation (diagnostic evaluation, follow-up care, patient education teaching including health promotion education): I advised patient to continue eating well and to continue walking around her neighborhood. I expressed the importance of maintaining a healthy weight and remaining healthy.

The History of the Transistor

The transistor is an influential little invention that changed the course of history in a big way for computers and all electronics. History of Computers You can look at the computer as being made of many different inventions or components. We can name four key inventions that made a huge impact on computers. An impact large enough that they can be referred to as a generation of change. The first generation of computers depended upon the invention of vacuum tubes; for the second generation it was transistors; for the third, it was the integrated circuit; and the fourth generation of computers came about after the invention of the microprocessor. The Impact of Transistors Transistors transformed the world of electronics and had a huge impact on computer design. Transistors made of semiconductors replaced tubes in the construction of computers. By replacing bulky and unreliable vacuum tubes with transistors, computers could now perform the same functions, using less power and space. Before transistors, digital circuits were composed of vacuum tubes. The story of ENIAC computer speaks volumes about the disadvantages of vacuum tubes in computers. A transistor is a device composed of semiconductor materials (germanium and silicon) that can both conduct and insulate Transistors switch and modulate electronic current. The transistor was the first device designed to act as both a transmitter, converting sound waves into electronic waves, and resistor, controlling electronic current. The name transistor comes from the trans of transmitter and sistor of resistor. The Transistor Inventors John Bardeen, William Shockley, and Walter Brattain were all scientists at the Bell Telephone Laboratories in Murray Hill, New Jersey. They were researching the behavior of germanium crystals as semiconductors in an attempt to replace vacuum tubes as mechanical relays in telecommunications. The vacuum tube, used to amplify music and voice, made long-distance calling practical, but the tubes consumed power, created heat and burned out rapidly, requiring high maintenance. The teams research was about to come to a fruitless end when the last attempt to try a purer substance as a contact point lead to the invention of the first point-contact transistor amplifier. Walter Brattain and John Bardeen were the ones who built the point-contact transistor, made of two gold foil contacts sitting on a germanium crystal. When electric current is applied to one contact, the germanium boosts the strength of the current flowing through the other contact. William Shockley improved upon their work creating a junction transistor with sandwiches of N- and P-type germanium. In 1956, the team received the Nobel Prize in Physics for the invention of the transistor. In 1952, the junction transistor was first used in a commercial product, a Sonotone hearing aid. In 1954, the first transistor radio, the Regency TR1 was manufactured. John Bardeen and Walter Brattain took out a patent for their transistor. William Shockley applied for a patent for the transistor effect and a transistor amplifier.