Votive Figure of Fortuna essays

Votive Figure of Fortuna expositions Votive Figure of Fortuna The Goddess of Good Fortune (The Haggin Museum) At the point when I set out to pick a bit of workmanship for this task, there were a couple of things I was searching for. I needed a piece that indicated incredible detail, style and significance. At the point when I saw the Votive Figure of Fortuna, quickly I saw these things. The model was really a solid portrayal of its time and time, made in Greece in 100 B.C.- 100 A.D. Made from earthenware mud, the specialists eye for detail in this piece was quite a lot more unmistakable than the entirety of different pieces that encompassed it. The proper components that I will examine that breathes life into this piece are; line, surface, example and equalization. What makes the Votive Figure of Fortuna so fascinating is the multifaceted design it starts for such a little and old model. The figure is around 2 wide by 7 high and around 2 profound. This detail is kept up through its contrasty and sudden line designs with extreme edges and line variety. These lines are utilized by the craftsman to enliven the lady's streaming outfit. The entirety of the folds are made, swell by swell through profound cuts in the earthenware mud. The craftsman made rich surface through his utilization of lines and thick gouges in the dirt. Line close to line, one next to the other, hindered by another arrangement of lines at sharp, 90 degree edges likewise assists with developing this feeling of incredible surface. The outfit has all the earmarks of being very texture like despite the fact that the figure is essentially solidified dirt. This is an extraordinary impact by the craftsman and unquestionably perhaps the most grounded component. The examples that are made with the nitty gritty lines are additionally critical to the general viewpoint of this piece. These lines stream one into the other, making incredible difference and profundity. Shadows nearly are completely evolved with the line designs as a result of the craftsman sythesis ... <!

Political Systems Essays - Political Philosophy, Politics, Elections

Political Systems Since the making of humankind the world has been constantly evolving. With each day, man creates, nations develop and political frameworks change. A political framework is a significant arrangement of social foundations. Political frameworks have numerous capacities. Political frameworks make assets for training, wellbeing, government assistance, industry and international strategy. Political frameworks have changed definitely finished hundreds of years are as yet evolving regular. To get why and how political frameworks change, there are numerous elements. Some central point are advancement, upset and economy. A central point and effect on why a political frameworks change is because of the nations social economy. The methodology where a nation manages certain political procedures are influenced by inner divisions of pay, riches and occupation, additionally by financial reliance or neediness. There is continuously a positive relationship between monetary turn of events and correspondence or pay. The Linearity hypothesis expresses that monetary improvement prompts urbanization which prompts correspondence which prompts elevated levels of instruction and thus prompts Democracy. This hypothesis works superbly in indicating how financial matters lead to a change in political frameworks. Wealthier countries for example, the United States, Japan and other European nations frequently have more fair pay conveyances than less fortunate nations. As indicated by Robert J. Mundt, a political scientist, in cutting edge modern countries the wealthiest 10% of families get around one fourth of the national salary, while most unfortunate get 40% and around 20% get just fifteen percent of the national salary; in center pay nations like Brazil, the wealthiest 10% gets forty-six percent of national pay and the most unfortunate forward percent get just eight percent. A case of a nation that social economy impacted the adjustment in their political framework would be the Russian Alliance. The social economy lead to the fall of Communism. The Russian alliance was a socialist nation having faith in state possessed and midway arranged government. A long time back the socialists had the option to stay aware of the other huge cash forces of the world. However, as time went on and they attempted to make up for lost time, their economy was too difficult to even think about controlling. Their items were low quality and their amount was made on a need premise. There was no productivity. The individuals of Russia would need to hang tight years for vehicles, condos and held up hours in lines for basic things like food and other fundamental necessities. The soviets started to contend with the legislature. In 1991, Russia had experienced the most noticeably terrible of it's swelling and mechanical issues. In the long run Russia turned into the Russian Organization and there was a conclusion to Communism. Urbanization is another explanation that political frameworks change and create. Individuals come up short on recourses on their provincial terrains and are compelled to escape to the greater urban communities. Individuals go to the greater urban communities wanting to locate a superior life for their families and themselves. As additional individuals go these urban communities, it makes more employments. Industry develops and the social economy additionally develops. Political frameworks start to make governments that take a shot at international strategy and exchange which makes more cash. Inevitably the political frameworks shape their administrations to resemble those of the other greater wealthier nations on the planet. Another factor that changed numerous nations political frameworks is that of a progressive change. Two nations that were firmly impacted by the progressive change were Russian and Germany. After World War I, Russians accepted the unrest lead to the breakdown or colonialism and private enterprise. Russia was doing a long time before the war. Industry was as yet developed and the individuals appeared to be cheerful. That didn't keep going long however, the war changed everything. At the point when the Russian military did battle against Germany, the tsarist government fell. As the tsarist government self-destructed so did the Russian economy. The administration wound up stuck in a circumstance that they didn't recognize what to do. In 1917 law based conservatives over the intensity of the tsar. This bunch would have liked to make the nation increasingly present day and law based. Be that as it may, in an unusual new development, the pioneer of the moderate democratics, sold out his western partners and settled on a harmony concurrence with Germany. In the long run a Russian insurgency made a gathering with the assistance of Germany lead to the fall of government and private enterprise. Not long after Russia turned into a socialist nation. Progressive change is obvious when taking a gander at China's advancement as a legislature. China and Russia's political change are comparative from numerous points of view. One of the greatest progressive developments in China was Maoism. Maoism was made by an individual named Mao Zedong. Mao had confidence in reinforcing and

Scoptophobia or the Fear of Being Stared At

Scoptophobia or the Fear of Being Stared At Phobias Types Print Scoptophobia or the Fear of Being Stared At By Lisa Fritscher Lisa Fritscher is a freelance writer and editor with a deep interest in phobias and other mental health topics. Learn about our editorial policy Lisa Fritscher Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 15, 2019 Getty Images/Image Source More in Phobias Types Causes Symptoms and Diagnosis Treatment Scoptophobia, also known as scopophobia, is the fear of being stared at. It varies in severity from person to person. Some people are afraid only when a stranger stares for a long period of time, while others fear even passing eye contact with a friend. Scoptophobia is often, though not always, associated with other social phobias. Untreated, the fear may worsen over time. Scoptophobia and Related Disorders Scoptophobia is a specific phobia, but it falls under the general spectrum of social phobias. Most people with this fear also suffer from such related specific social phobias as stage fright or the fear of public speaking. Some people also experience more generalized social phobia, although many do not. Some people with certain neurological conditions develop scoptophobia either because they feel that being stared at may trigger an episode, or because they fear that having an episode will cause people to stare. Epilepsy, Tourettes syndrome, autism spectrum disorders, and some movement disorders are among the conditions that could heighten the risk for scoptophobia. People with disfiguring illnesses or injuries may also be more likely to develop this phobia. Note that reasonable fears are never diagnosed as phobias. However, for some people, the fear is out of proportion to the risk. If you suffer from the fear of being stared at due to a medical condition, it is important for a mental health professional, in tandem with your doctor, to determine whether, given your particular condition, your fear is excessive and having an unnecessarily negative impact on your life. Symptoms If you have scoptophobia, you might go out of your way to avoid situations that put you in the spotlight. Some people are afraid only of large group situations, while others fear short transactions such as grocery store checkouts. Some are afraid of even such incidental contact as exchanging pleasantries with someone walking down the street. When confronting your feared situation, you might blush profusely. Ironically, many people with scoptophobia also suffer from erythrophobia, or the fear of blushing, making this symptom particularly troublesome. You might also begin to sweat, shake, experience heart palpitations or shallow breathing, and feel unable to collect your thoughts. You might feel a strong need to escape the situation. Some people with scoptophobia begin to limit their daily activities in a quest to avoid the panic reaction. You might refuse to go out alone or to host people that you do not know well in your home. Over time, untreated scoptophobia sometimes worsens. You might eventually become uncomfortable even in the company of trusted friends or relatives. Causes Scoptophobia can often, though not always, be traced to a traumatic event. Those who were bullied or made fun of may be at increased risk for this phobia. In addition, people who feel shame or self-loathing are also at higher risk. Many adolescents go through a phase of extreme self-consciousness which may include worries about being looked at. In general, however, these feelings subside within a few months. If the fear persists or worsens, however, it may be diagnosed as scoptophobia. Treatments Like all phobias, the fear of being stared at responds well to a variety of brief therapy options. Your therapist will work with you to develop a treatment plan that addresses the scoptophobia as well as any concurrent disorders. Depending on the severity of your fear and any underlying issues, your treatment may last as few as three sessions or as long as several months. Scoptophobia can be life-limiting, gradually forcing sufferers to restrict their daily activities. With hard work and perseverance, though, it can be overcome. The benefits of treatment are well worth the time and energy required to successfully battle this phobia.

Children Need For Play, Not Compete, By Jessica Statsky

In â€Å"Children Need to Play, Not Compete,† Jessica Statsky argues that younger children should not be involved in overly competitive sports. Statsky wrote that organized competitive sports were to the disadvantage of children both physically and psychologically. In youth athletics, some parents and coaches put their own dreams in front of their children s’ well-being by stressing winning. Statsky concludes â€Å"all organized sports activities† to be remade as a more enjoyable game regardless of each athlete’s ability and athleticism. The author states many issues that kids have when they are forced to play a sport just to win or that they don’t enjoy. Some kids just don t enjoy sports, but their parents force it on them. Certain organized sports programs promote winning over physical skills and self-esteem. Statsky brings up valid points that early childhood shouldn’t involve intense physical competition, which is associated with the risk of injury to the body and mind. Youth sports are continuing to be shifted into adult standards, by promoting victory while risking injury. Kids do not have the same physical capabilities of professional athletes on television, yet some parents insist that their kids continue playing extremely harmful sports at a violent level of play. Young athletes should not put constant strain on developing bones and muscles. For example, in baseball, a twelve-year-old trying to throw a curveball puts constant strain on the elbow’s ligaments, and may causeShow MoreRelated Ineffective Argument in Jessica Statskys Essay, Children need to Play, Not Compete966 Words   |  4 PagesJessica Statsky, in her essay, â€Å"Children need to Play, Not Compete† attempts to refute the common belief that organized sports are good for children. She sees organized sports not as healthy pass-times for children, but as onerous tasks that children do not truly enjoy. She also notes that not only are organized sports not enjoyable f or children, they may cause irreparable harm to the children, both emotionally and physically. In her thesis statement, Statsky states, â€Å"When overzealous parentsRead MoreEssay on Children Need to Play, Not Compete - Critique836 Words   |  4 Pagesâ€Å"Children Need to Play, Not Compete†, by Jessica Statsky: A Critique What makes Jessika Statsky’s â€Å"Children Need to Play, Not Compete† an effective piece in the arguments on whether the competitive sports may harm children both physically and psychologically, is her use of clear thesis statement and a full forecast of the reasons she offers to justify her position. Statsky carefully picks her key terms, such as by sports, for example, she means to describe both contact and non-contact sports thatRead MoreChildren Need to Play Not Compete Essay1584 Words   |  7 Pagesquoted that â€Å"Happiness is success† (1). Looking at it from the teenagers’ perspective of happiness, play to them means happiness and happiness means success. Accordingly there is vast distinction between one accomplishing his goal to be happy, and to accomplish happily. In the essay â€Å"Children Needs to play not compete† Jessica Statsky talked on some of health, physical and psychological reasons children should not be allowed to indulge in competitive games or sports. She appealed to the parents andRead MoreYouth Readiness Of Youth Sports1183 Words   |  5 Pagesideals attached to the picturesque image of the nuclear family have evolved considerably over time but with one exception, youth sports. Youth sports is a staple in nearly every American’s childhood as highlighted in â€Å"Children Need to Play, Not Compete† by Jessica Statsky. Statsky makes two contentions in favor of this argument. One, the participants of youth sports are not physically and psychologically ready and two, that the mentality of win or lose is more harmful than helpful during the formative

Medgar Evers Local Activist

In 1963, just two months before the March on Washington, civil rights activist Medgar Evers Wiley was shot in front of his home. Throughout the early Civil Rights Movement, Evers worked in Mississippi organizing protests and establishing local chapters of the National Association for the Advancement of Colored People (NAACP). Early Life and Education Medgar Wiley Evers was born on July 2, 1925, in Decatur, Miss. His parents, James and Jesse, were farmers and worked at a local sawmill. Throughout Evers formal education, he walked twelve miles to school. Following his graduation from high school, Evers enlisted in the Army, serving for two years in World War II. In 1948, Evers majored in business administration at Alcorn State University. While a student, Evers participated in a variety of activities including debate, football, track, choir and served as junior class president. In 1952, Evers graduated and became a salesperson for Magnolia Mutual Life Insurance Company. Civil Rights Activism While working as a salesman for the Magnolia Mutual Life Insurance Company, Evers became involved in local civil rights activism. Evers began by organizing the Regional Council of Negro Leaderships (RCNL) boycott of gas filling stations which would not allow African-American patrons to use its bathrooms. For the next two years, Evers worked with RCNL by attending its annual conferences and organizing boycotts and other events on a local level. In 1954, Evers applied to the segregated University of Mississippis Law School. Evers application was rejected and as a result, Evers submitted his application to the NAACP as a test case. That same year, Evers became the organizations first field secretary of Mississippi. Evers established local chapters throughout Mississippi and was instrumental in organizing and leading several local boycotts. Evers work—investigating the murder of Emmett Till as well as supporting men such as Clyde Kennard helped him become a targeted African-American leader. As a result of Evers work, a bomb was tossed into the garage of his home in May of 1963. A month later, while walking out of the NAACPs Jackson office, Evers was almost run over by a car. Marriage and Family While studying at Alcorn State University, Evers met Myrlie Evers-Williams.  The couple married in 1951 and had three children:   Darrell Kenyatta, Reena Denise and James Van Dyke. Assassination On June 12, 1963, Evers was shot in the back with a rifle. He died 50 minutes later. Evers was buried on June 19 in Arlington National Cemetery. More than 3000 attended his burial where he received full military honors. Days later, Byron De La Beckwith was arrested and tried for murder. However, the jury reached a deadlock, and De La Beckwith was not found guilty. In 1994, however, De La Beckwith was retried after new evidence was found. That same year, De La Beckwith was convicted of murder and died in prison in 2001. Legacy The work of Evers has been honored in a variety of ways. Writers such as James Baldwin, Eudora Wetly, and Margaret Walker wrote about Evers work and efforts. The NAACP honored Evers family with the Spingarn Medal. And in 1969, Medgar Evers College was founded in Brooklyn, NY as part of the City University of New York (CUNY) system. Famous Quotes â€Å"You can kill a man, but you can’t kill an idea.† â€Å"Our only hope is to control the vote.† â€Å"If we don’t like what the Republicans do, we need to get in there and change it.†

Pacific Theatre in World War II Free Essays

string(170) " 307 sailors and airmen, while on the Japanese side, they had lost 4 carriers, 1 cruiser, all of their aircraft, and 3,057 sailors and airmen \(â€Å"Battle of Midway†\)\." On 1 September 1939 the country of Germany led by Adolf Hitler invaded Poland using blitzkrieg tactics or in other words â€Å"lightning war†. As Germany is capturing Europe one country at a time Japan is doing the same except with Asia and Japan is also preparing for the attack of the United States naval base on the island of Oahu called Pearl Harbor. The attack on Pearl Harbor caused the United States to declare war on Japan, break isolationism and get deeply involved in World War II. We will write a custom essay sample on Pacific Theatre in World War II or any similar topic only for you Order Now On 7 December 1941 at 7:30 am army privates George Elliot and Joseph Lockard were operating in a radar station when they noticed a large amounts of aircraft incoming but they did not sound the alarm because there was supposed to be a group of B-17 bombers due to Pearl Harbor (Michael 10). At 8:00 am the words â€Å"Tora Tora Tora† sounded over Japanese radios meaning that the Japanese have achieved complete surprise on the Americans and that the attack was a go and the dive bombers started to drop their deadly payloads on the American airfields, aiming specifically for United States war planes (Michael 11). As the Japanese attacked the airfields they also simultaneously attacked the harbor with more dive bombers and torpedo planes equipped with torpedoes specially made for the shallow waters of the harbor (Michael 12). During all of the chaos a dive bomber dropped its deadly payload on to the USS Arizona, with a single bomb hit to the magazine, the whole bow of the ship was severed from the rest and 1,000 men died instantly (Michael 12). At 8:45 am even more Japanese torpedo planes and dive bombers attacked the harbor targeting repair yards and any other ships that the pilots saw. The attack was planned months before 7 December, the Japanese built a model of the actual harbor to help prepare for the attack and they practiced on it until each and every pilot knew exactly which target to hit and how to hit it and until they could achieve an 80% hit rate on the American ships (Michael 47). The task force the Japanese used consisted of 6 aircraft carriers each equipped with hundreds of planes and 20 other ships including battleships, heavy cruisers, destroyers and a few submarines (Michael 49). The attack killed 2,388 Americans and injured another 2,000, the attack destroyed 21 ships out of 92 total in the harbor, nearly 300 American aircraft were destroyed and only 29 Japanese aircraft were destroyed (Reid 219). The Americans were infuriated with the attack, they felt as if they were vulnerable and they wanted the United States government to declare war on Japan. On 8 December 1941 President Franklin D. Roosevelt makes a speech to congress asking them to declare a state of war on Japan. Later that day with a vote of 388 to 1 the United States is at war with Japan. The industry skyrocketed as the United States prepares for war; everything from food to weapons is rationed and made in a method called mass production. On 9 December 1941 Germany and Italy declare war on the United States. The United States is now deeply involved in World War II, but the United States has a difficult decision to make whether or not they should concentrate their forces over in Europe to fight the Italians and Germans or concentrate their forces in the Pacific and get revenge on the Japanese and avenge Pearl Harbor. On 8 April 1942 Lieutenant Colonel James H. Doolittle launched an air attack consisting of B-25 medium range bombers. The attack was designed to inflict damage on Tokyo and to destroy the Japanese morale and avenge Pearl Harbor. The plan was for 16 B-25s to be launched off the coast of Japan and their mission was to bomb the city of Tokyo and land on American air bases in China. Most of the 16 B-25s, each with a five-man crew, attacked the Tokyo area, with a few hitting Nagoya (â€Å"The Doolittle Raid†). However none of the planes made it to China and most of the crews were captured, but this attack was considered a success because it deeply embarrassed the Japanese High Command and it greatly boosted the morale of the Americans, this attack would lead to the desire of the Japanese to completely destroy the American aircraft carriers and would lead to the Japanese defeat in Midway a month later. The Battle of Midway was fought over and near the tiny United States’ mid-pacific base at the Midway island atoll. The objective of the Japanese was to draw out and destroy the Unites States aircraft carrier striking forces which had embarrassed the Japanese in the Doolittle Raid. The Japanese’s plan was to soften up the defenses on Midway, invade it, capture the island and hope that the United States would come out with their aircraft carriers in order to take back the island and the Japanese would the quickly destroy them and have a decisive victory. However, the United States had brilliant code breakers and knew exactly when, where and how the Japanese were going to strike so the Americans were waiting. On 7 June 1942, the Japanese with a force of 4 aircraft carriers, 2 battleships, 15 support ships and 248 carrier based aircraft started the attack. Starting with bombing the American base the Japanese weren’t able to soften up the American defenses well enough because the Americans had knew in advance that Japanese were coming so they built up their defenses and brought in additional reinforcements. As the Japanese were focusing their attacks on the island, the American aircraft carrier strike force consisting of 3 carriers, 7 heavy cruisers, 1 anti-aircraft cruiser, 15 destroyers, 233 carrier based aircraft and 16 submarines attacked the Japanese forces. After 4 days of bitter combat, the Americans had only lost 1 carrier, 1 destroyer, 150 aircraft, and 307 sailors and airmen, while on the Japanese side, they had lost 4 carriers, 1 cruiser, all of their aircraft, and 3,057 sailors and airmen (â€Å"Battle of Midway†). You read "Pacific Theatre in World War II" in category "Papers" The Battle of Midway was a huge success in American code breaking and proving that the use of the aircraft carrier would definitely be a vital resource in the Pacific Theater (â€Å"Battle of Midway†). Three months later the Americans pressed forward setting their eyes on a near Australia called Guadalcanal. This battle would be the first allied offensive on the Empire of Japan. On 7 August 1942 American forces landed on the islands of Guadalcanal, Tulagi, and Florida in the southern Solomon Islands with the objective of denying their use by the Japanese to threaten the supply and communication routes between the US, Australia, and New Zealand. The Allies also intended to use Guadalcanal and Tulagi as bases to support a campaign to eventually capture or neutralize the major Japanese base at Rabal on New Britain (â€Å"Battle of Guadalcanal†). Powerful United States naval forces had supported the landings. Surprised by the Allied offensive, the Japanese made several attempts between August and November 1942 to retake Henderson Field. Three major land battles, seven large naval battles, and continual, almost daily aerial battles culminated in the decisive Naval Battle of Guadalcanal in early November 1942, in which the last Japanese attempt to bombard Henderson Field from the sea and land with enough troops to retake it was defeated. In December 1942, the Japanese abandoned further efforts to retake Guadalcanal and evacuated their remaining forces by 7 February 1943 in the face of an offensive by the US Army’s XIV Corps, securing the island to the Allies. The Americans originally started with a strength of 60,000 men and lost 7,100 while the Japanese forces were almost completely wiped out, starting out with only 36,200 they had lost 32,000 (â€Å"Battle of Guadalcanal†). The Guadalcanal campaign was a significant strategic combined arms victory by Allied forces over the Japanese in the Pacific theatre The Battle of the Philippines was the American campaign that lasted from 1944-1945 and the objective was to completely expel the Imperial Japanese Forces occupying this long chain of islands that was captured by the Japanese during the first half of 1942. The Battle of the Philippines started on 20 October 1944 with the amphibious landings on the eastern Philippine island of Leyte. The operation would last through the end of the war in august of 1945. During this campaign the Japanese showed how desperate they were in not giving up when they started utilizing kamikaze attacks where they would purposely fly planes equipped with explosives into the American forces. This campaign was very successful however, because the Americans had driven out the Japanese and liberated the Philippines. The Battle of Iwo Jima fought on 19 February through 26 March 1945 was a major battle in which the United States Armed Forces fought for and captured the island of Iwo Jima from the Japanese Empire. The American invasion had the goal of capturing the entire island, including its three airfields, to provide a staging area for attacks on the Japanese main islands. This five-week battle comprised some of the fiercest and bloodiest fighting of the War in the Pacific of World War II. After the heavy losses incurred in the battle, the strategic value of the island became controversial. It was useless to the Army as a staging base and useless to the Navy as a fleet base; however it was of limited use by the United States Army Air Force only for emergency landing of planes coming back from missions over Japan. The Japanese positions on the island were heavily fortified, with a large network of bunkers, hidden artillery positions in the mountains, and nearly 11 miles of underground tunnels. This invasion was the first American attack on Japanese home territory, and the Japanese soldiers and marines defended their positions tenaciously with no thought of surrender. The Americans had a force of 70,000 marines and had high losses of 6,821 killed and 19,217 wounded. The Japanese, however had a smaller force of 22,060 soldiers and lost 18,844, but they had nearly 3,000 in hiding until long past the end of the war and because of their extensive network or tunnels and bunkers they were able to inflict heavy damage on the Americans (â€Å"Battle of Iwo Jima). Later in the summer of 1944 the United States had set their eyes on the largest island in the Marianas, Guam. There was a major strategic advantage of Guam because of its very large size and its location to the Japanese mainland mad it ideal for the American forces to establish airfields for B-29 Superfortress long range bombers. Guam, ringed by reefs, cliffs, and heavy surf, presents a formidable challenge for an attacker. But despite the obstacles, on July 21, the Americans landed on both sides of the Orote peninsula on the western side of Guam, planning to cut off the airfield. By nightfall the Americans had established beachheads about 2,000 meters deep, Japanese counter-attacks were made throughout the first few days of the battle, mostly at night, using infiltration tactics. Several times they penetrated the American defenses and were driven back with heavy loss of men and equipment. Rain and thick jungle made conditions difficult for the Americans, but after an engagement at Mount Barrigada from August 2 to August 4, the Japanese line collapsed; the rest of the battle was a pursuit to the north. As in other battles of the Pacific War, the Japanese refused to surrender, and almost all were killed. On August 10, after 3 long weeks of bloody and ferocious fighting, organized Japanese resistance ended, and Guam was declared secure. The Battle of Okinawa was the largest amphibious assault in the Pacific Theatre. The 82-day-long battle lasted from early April until mid-June 1945. After a long campaign of island hopping, the Allies were approaching Japan,  and planned to use Okinawa, a large island only 340 mi away from mainland Japan, as a base for air operations on the planned invasion of Japanese mainland. Okinawa provided a fleet anchorage, troop staging areas, and airfields in close proximity to Japan. The U. S. cleared the surrounding waters of mines in Operation Zebra, occupied Okinawa, and set up the United States Civil Administration of the Ryukyu Islands, a form of military government, after the battle. The Americans started out with 183,000 men and by the end of the battle 12,000 were killed and 38,000 were wounded. The Japanese started out with 160,000 men and more than 110,000 were killed and 7,000 were captured (â€Å"The Battle of Okinawa†). While the Pacific war rages, the United States had conducted many air raids on Japan during World War II, causing extensive destruction to the country’s cities and killing anywhere from 241,000 to 900,000 people. From June 1944 until January 1945, B-29s stationed in India staged through bases in China to make a series of raids on Japan, but this effort proved unsuccessful. The strategic bombing campaign was greatly expanded from November 1944 when bases in the Mariana Islands became available as a result of the Mariana Islands Campaign. The air raids concentrated mainly on industrial facilities but the fire bombings were concentrated on the civilian population since most of the homes were made from paper and wood (â€Å"Skies on fire†). With the attack on Pearl Harbor in 1941 the United States was ultimately forces to break isolationism and get very involve in World War II. From the Doolittle raid in 1942 to the massive bombing campaigns in 1945, from the battle of Midway to the invasion of Okinawa, the United States was very involved in the Pacific theatre and the loss of life was very high. Along with the Pacific Theatre the United States also had a very high death toll in the European Theatre but not as high of one as in the Pacific. Had the Japanese not have attacked Pearl Harbor, the turn out of the war could have been so much different and the United States probably would not have gotten involved until late in the war like they did in World War I How to cite Pacific Theatre in World War II, Essays

Adolescent Suicide Essay Example For Students

Adolescent Suicide Essay By: Jill Holmes E-mail: emailprotected Becoming a teacher, entering into a wonderful profession, also deals with many difficult issues. The problems faced by the adolescents of today has greatly changed, and even increased, from earlier times. Adolescent suicide is a dreadful, and ghastly problem that, as an educator, numerous will run into. It raises many questions: What are the statistics, and in what ways do children attempt to carry out a suicide? What are the reasons behind it? What are the warning signs to look for? Is there a difference between males and females? Does educating the children about suicide increase the rate? Are these children mentally ill or possibly depressed? What should be taken seriously? Is an attempt just seeking attention? What ways can a teacher, or a person close to them, help? The statistics, that scare any rational human being, involve a number and percentage that is much too large, and it is the second leading cause of death for adolescents among th e ages of 15 to 19. It is also the second for college students, with homicide being the third. It is the fourth leading cause for those 10 to 14 years old, and the rate has more than tripled since the 1950s. As of September 1999, the rate was 13.8 per 100,000 children that committed suicide. For 10 to 14 year olds, from 1980 to 1992, it increased 120%. Although, over the last decade, it has gone up a total of 200%. Some of the ways these children either attempt or commit suicide depends on what is available. A myth that suicide is painless, glorifying it in the movies does not help, and it does not relate to the fact that many methods chosen are very painful. The reality is, pills, drugs, hangings, guns, or most of the many ways, involve agony and hurting. Having a firearm in the house also contributes to the chance that they will use it. Out of the suicide victims, ages 10 to 24, there are 64% that use a gun to complete the act. Just having a weapon in the house is not the cause of the suicide. The reasons behind the action vary greatly, but there are some life changes in an adolescents life that are very significant to them. It needs to be stressed that this emergency may not seem considerable to an adult looking at the situation, but is definitely meaningful to the child. It is not uncommon for young people to think about mortality, and even to wonder what effect their suicide would have on family and friends. These ideas, however, are not usually acted upon. The significant events in their life can be a crisis with their girlfriend or boyfriend all the way to a very negative remark or disposition from a parent or teacher. Anything in-between these, an important incident, can also trigger these thoughts or behavior. Students who have already had a lot of stress in their lives are going to be at a higher risk, also. Stressors include divorce, parent arguments, family difficulty, rejection, abuse, (physical and/or sexual), violence, (i.e. rape or incest), fea red pregnancy, and alcohol or drug misuse. A loss of a meaningful person, whether it is through death, divorce, a break up, or suicide, chronic depression or metal illness in parents or self, and pressure for perfection are all tension causing issues that may be the reason behind the suicide. Related to school, the main explanations are: being in trouble with school authorities or police from an incident in school, loss or disgruntlement in school, and strong demands from adults or teachers. The most important motive, for a teacher to watch for, may be a change in school and/or address and not fitting in well. Knowing all the reasons in the world will not help the individual if a teacher, adult, or peer does not recognize the warning signs. There are numerous indicators, and some also may suggest something else instead of suicide, but just looking for them will assist the student. Warning signs can include social withdrawal, a person who gives away personal possessions, a pupil who gives you a sealed envelope and asks for it not to be opened, depression or moodiness, and sudden changes in relationships. Examples of classroom behavior for educators to be aware of contain: a marked decline in school performance, death or suicide themes that appear in writing or artistic creations, loss of interest in school activities and previous enjoyable exertions, troublesome or rebellious behavior, poor concentration, skipping classes, sleepiness, and an incapability to accept compliments, praise, or rewards. Attempted suicides do not usually happen unexpectedly. There are signals to look for. Withdrawing, not wanting to be touched, sudden weight change, running away, not normal risk taking, loss of sense of humor, sexual promiscuity, an inability to enjoy friends, self-mutilation, and extreme dependency on a particular person are all warning symptoms to look for. A direct statement, such as, I wish I were dead, or Im going to end it all, are to be taken seriously for someo ne who is exhibiting other indicators. Also, indirect statements, No one cares whether I live or die, and Does it hurt to die?, are just as dangerous. Feelings of worthlessness, guilt, or failure are all large reasons that a person may commit suicide, and should be watched for. The warnings in children who attempt or act out suicides are not too different for males and females. Although there are some distinctions. The suicide rate for white males, ages 15 to 24, has tripled since 1950, but white females, same age group, has more than doubled. The rate for young black males, 15 to 24, has risen about 67%, in just the past 15 years. Adolescent males versus females, commit suicide at a startling ratio of 5 to 1. Females are more likely to have thought of suicide, 3 to 4 times more inclined to attempt it, and 1.5 to 2 times more likely to report a suicidal idea. Males are 4 to 5.5 times more prone to complete a suicide undertaking. Females only go through with a suicide one out of ever y 25 tries, and males are one in three. Females complete suicides at a lower rate, but this does not mean their attempts should not be taken just as seriously. One of the best indicators of a suicide is a prior try. The children that attempt just once, are eight times more likely to do it again. One-third of kids who kill themselves have a previous trial time. Regardless of gender, all times should be taken soberly and gravely. Educating, both males and females, on suicide does not increase the suicide rate of adolescents doing it. It is also a myth that talking about suicide or asking someone if they feel suicidal will encourage an attempt. It actually provides a communication base, and fears can be expressed. The first step in motivating someone to live is to talk about their feelings. This can be a simple question about whether or not the person is thinking about taking their life. It should, however, be carefully managed and delicately handled. If issues are taught in a sensitiv e context, education of suicide does not lead to, or cause, further suicidal behavior. This can be compared to passing out condoms at schools does not make students go out and have sex. Peer assistance programs, to educate students how to help a friend get support, are crucial since three-fourths of teenage students would turn to a friend first. The programs help pupils recognize people at risk, and it also increases their knowledge of warning signs. The warning signs for suicidal adolescents are many, but depression and mental illness can be a large contributing factor. There are recent studies that have shown more than 20% of adolescents in the United States suffer from a mental illness or have an emotional problem. One-third are attending physicians for treatment for depression. Although these numbers seem high, the ailment depression is generally under diagnosed, leading to difficulties in life, school, and common situations. Depression is often missed because adolescence is a t ime of moodiness, drama, sensitivity, behavior experimentation, and rebellion. It is a challenge to identify a depressed kid from a child who may just be going through the normal ups and downs of growing up. That is why it is up to teachers, parents, peers, and community to provide information to a psychiatrist when a child is under his/her care, and they are trying to diagnose depression. Trust is an important element that must be established for an adolescent to share his/her feelings, and the previous people mentioned already have that trust, unlike the doctor. It is a myth that kids that commit suicide are insane. They may experience depression, have a mood disorder, or be extremely unhappy, but majority are legally sane. Both depression and self-destructive behavior are common in adolescents. Self-destructive actions among this age group are on the rise. During the time the person actually commits suicide, there are 90% of the adolescents that have at least one diagnosable, act ive psychiatric illness, (usually depression, substance abuse, or a behavioral disorder). There is only 33% to 50% of suicide victims that have a mental illness at time of death, and only 15% were undergoing treatment when they take their life. The previous attempt, and what should be taken seriously, is an significant and substantial action for people to watch for. Many more teenagers and adolescents attempt suicide than actually succeed, and the first try may be naive. A minor attempt, however, is often perceived as just attention seeking, and no more notice is paid to it. If the person does not receive any relief from his/her situation, they will probably be a repeater. It is also likely that the method used, and the level of danger will increase with each further attempt. The statistics on this are: 26% to 33% of adolescent suicide victims have made a previous suicide try. Majority also usually feels torn to end their pain through death, and wanting to continue living. If help c an be found, and utilized, the rate of adolescent suicide will hopefully decrease. What are ways to help an adolescent in need? This is the most important question we have to answer. If you can assist a person who is thinking about committing suicide, and deter this act, you have saved a life. Recognizing changes in behavior, knowledge of warning signs, understanding risk factors, and intervening before the potentially destructive process completes itself are all parts of the aiding course. The duration and intensity of these factors are to be taken into consideration. Comparing one person to another will not work, you have to judge each case as special and individual. Stimulating conversation, helping them find appropriate counseling, asking if they are thinking about suicide, or if they have a plan, and then contributing to their development of a personal safety plan are ways to help. This personal safety plan is crucial in protecting that life. It can include time spent with othe rs, check-in points, plans for the future, and many other designs. They can help themselves. They can gain self-direction and self-management in their lives if they have caring and informative people around them. Adolescents in this situation do not always know the correct path to take to get there lives back under control. Managing their lives takes effort on their part, but also for the people helping them. Suicide is a permanent solution to a temporary problem, and it is common for the person to resent help at first. Usually in the long run, though, it is a relief for them to have someone care about them that much. It is also necessary to limit these peoples exposure to firearms, alcohol, and illicit substances. Media can also be something that needs to be supervised. Professional help needs to be located immediately after an adolescents suicide plans are discovered. There are three main forms of aiding those who want to end their life. A suicide crisis hot line, educational prog rams, and a screening are these formats. A suicidal person has two minds of whether they want to go through with it, and whether they want to live or die. It makes sense that if a person is having problems, a hot line that is inexpensive, anonymous, and convenient, would be a godsend. Education programs, mentioned earlier, can also be applied to parents, adults, and teachers. The systematic screening for disturbed students is a wonderful development. Studies show approximately 90% of teenagers who commit suicide have a psychiatric disorder. Finding these students is done by asking directly, and in confidence, whether they have thought about or attempted suicide. The questions are presented in such a way that the project staff can identify students with the most severe problems. Adolescents having problems and that are suicidal is a large problem in society today. It is a issue that teachers may unfortunately encounter during their career. The problems adolescents face are so numerou s, that sometimes they can not deal with them in the correct manner. There are statistics, reasons, warning signs, males versus females, education, depression and mental illnesses, attempts, and help available that all need to be looked at. Hopefully with education, teachers will be more prepared to deal with adolescent suicides. Word Count: 2223 Satire Essay

The Cholula Massacre by Cortes

The Cholula Massacre by Cortes The Cholula massacre was one of the most ruthless actions of conquistador Hernan Cortes in his drive to conquer Mexico. Learn about this historic event. In October of 1519, Spanish conquistadors led by Hernan Cortes assembled the nobles of the Aztec city of Cholula in one of the city courtyards, where Cortes accused them of treachery. Moments later, Cortes ordered his men to attack the mostly unarmed crowd. Outside of town, Cortes Tlaxcalan allies also attacked, as the Cholulans were their traditional enemies. Within hours, thousands of inhabitants of Cholula, including most of the local nobility, were dead in the streets. The Cholula massacre sent a powerful statement to the rest of Mexico, especially the mighty Aztec state and their indecisive leader, Montezuma II. The City of Cholula In 1519, Cholula was one of the most important cities in the Aztec Empire. Located not far from the Aztec capital of Tenochtitlan, it was clearly within the sphere of Aztec influence. Cholula was home to an estimated 100,000 people and was known for a bustling market and for producing excellent trade goods, including pottery. It was best known as a religious center, however. It was home to the magnificent Temple of Tlaloc, which was the largest pyramid ever built by ancient cultures, bigger even than the ones in Egypt. It was best known, however, as the center of the Cult of Quetzalcoatl. This god had been around in some form since the ancient Olmec civilization, and worship of Quetzalcoatl had peaked during the mighty Toltec civilization, which dominated central Mexico from 900–1150 or so. The Temple of Quetzalcoatl at Cholula was the center of worship for this deity. The Spanish and Tlaxcala The Spanish conquistadors, under ruthless leader Hernan Cortes, had landed near present-day Veracruz in April of 1519. They had proceeded to make their way inland, making alliances with local tribes or defeating them as the situation warranted. As the brutal adventurers made their way inland, Aztec Emperor Montezuma II tried to threaten them or buy them off, but any gifts of gold only increased the Spaniards insatiable thirst for wealth. In September of 1519, the Spanish arrived in the free state of Tlaxcala. The Tlaxcalans had resisted the Aztec Empire for decades and were one of only a handful of places in central Mexico not under Aztec rule. The Tlaxcalans attacked the Spanish but were repeatedly defeated. They then welcomed the Spanish, establishing an alliance they hoped would overthrow their hated adversaries, the Mexica (Aztecs). The Road to Cholula The Spanish rested at Tlaxcala with their new allies and Cortes pondered his next move. The most direct road to Tenochtitlan went through Cholula and emissaries sent by Montezuma urged the Spanish to go through there, but Cortes new Tlaxcalan allies repeatedly warned the Spanish leader that the Cholulans were treacherous and that Montezuma would ambush them somewhere near the city. While still in Tlaxcala, Cortes exchanged messages with the leadership of Cholula, who at first sent some low-level negotiators who were rebuffed by Cortes. They later sent some more important noblemen to confer with the conquistador. After consulting with the Cholulans and his captains, Cortes decided to go through Cholula. Reception in Cholula The Spanish left Tlaxcala on October 12 and arrived in Cholula two days later. The intruders were awed by the magnificent city, with its towering temples, well laid-out streets and bustling market. The Spanish got a lukewarm reception. They were allowed to enter the city (although their escort of fierce Tlaxcalan warriors was forced to remain outside), but after the first two or three days, the locals stopped bringing them any food. Meanwhile, city leaders were reluctant to meet with Cortes. Before long, Cortes began to hear of rumors of treachery. Although the Tlaxcalans were not allowed in the city, he was accompanied by s ome Totonacs from the coast, who were allowed to roam freely. They told him of preparations for war in Cholula: pits dug in the streets and camouflaged, women and children fleeing the area, and more. In addition, two local minor noblemen informed Cortes of a plot to ambush the Spanish once they left the city. Malinche's Report The most damning report of treachery came through Cortes mistress and interpreter, Malinche. Malinche had struck up a friendship with a local woman, the wife of a high-ranking Cholulan soldier. One night, the woman came to see Malinche and told her that she should flee immediately because of the impending attack. The woman suggested that Malinche could marry her son after the Spanish were gone. Malinche agreed to go with her in order to buy time and then turned the old woman over to Cortes. After interrogating her, Cortes was certain of a plot. Cortes' Speech On the morning that the Spanish were supposed to leave (the date is uncertain, but was in late October 1519), Cortes summoned the local leadership to the courtyard in front of the Temple of Quetzalcoatl, using the pretext that he wished to say goodbye to them before he left. With the Cholula leadership assembled, Cortes began to speak, his words translated by Malinche. Bernal Diaz del Castillo, one of Cortes foot soldiers, was in the crowd and recalled the speech many years later: He (Cortes) said: How anxious these traitors are to see us among the ravines so that they can gorge themselves on our flesh. But our lord will prevent it....Cortes then asked the Caciques why they had turned traitors and decided the night before that they would kill us, seeing that we had done them nor harm but had merely warned them against...wickedness and human sacrifice, and the worship of idols...Their hostility was plain to see, and their treachery also, which they could not conceal...He was well aware, he said, that they had many companies of warriors lying in wait for us in some ravines nearby ready to carry out the treacherous attack they had planned... (Diaz del Castillo, 198-199) The Cholula Massacre According the Diaz, the assembled nobles did not deny the accusations  but claimed that they were merely following the wishes of Emperor Montezuma. Cortes responded that the King of Spains laws decreed that treachery must not go unpunished. With that, a musket shot fired: this was the signal the Spanish were waiting for. The heavily armed and armored conquistadors attacked the assembled crowd, mostly unarmed noblemen, priests and other city leaders, firing arquebuses and crossbows and hacking with steel swords. The shocked populace of Cholula trampled one another in their vain efforts to escape. Meanwhile, the Tlaxcalans, traditional enemies of Cholula, rushed into the city from their camp outside of town to attack and pillage. Within a couple of hours, thousands of Cholulans lay dead in the streets. Aftermath of the Cholula Massacre Still incensed, Cortes allowed his savage Tlaxcalan allies to sack the city and haul victims back to Tlaxcala as slaves and sacrifices. The city was in ruins and the temple burned for two days. After a few days, a few surviving Cholulan noblemen returned, and Cortes bade them tell the people that it was safe to come back. Cortes had two messengers from Montezuma with him, and they witnessed the massacre. He sent them back to Montezuma with the message that the lords of Cholula had implicated Montezuma in the attack and that he would be marching on Tenochtitlan as a conqueror. The messengers soon returned with word from Montezuma disavowing any involvement in the attack, which he blamed solely on the Cholulans and some local Aztec leaders. Cholula itself was sacked, providing much gold for the greedy Spanish. They also found some stout wooden cages with prisoners inside who were being fattened up for sacrifice: Cortes ordered them freed. Cholulan leaders who had told Cortes about the plot were rewarded. The Cholula Massacre sent a clear message to Central Mexico: the Spanish were not to be trifled with. It also proved to Aztec vassal states- of which many were unhappy with the arrangement- that the Aztecs could not necessarily protect them. Cortes hand-picked successors to rule Cholula while he was there, thus ensuring that his supply line to the port of Veracruz, which now ran through Cholula and Tlaxcala, would not be endangered. When Cortes finally did leave Cholula in November of 1519, he reached Tenochtitlan without being ambushed. This raises the question of whether or not there had been a treacherous plan in the first place. Some historians question whether Malinche, who translated everything the Cholulans said and who conveniently provided the most damning evidence of a plot, orchestrated it herself. The historical sources seem to agree, however, that there was an abundance of evidence to support the likelihood of a plot. References Castillo, Bernal DiÃŒ az del, Cohen J. M., and Radice B.  The Conquest of New Spain. London: Clays Ltd./Penguin; 1963. Levy, Buddy.  Conquistador: Hernan Cortes, King  Montezuma, and the Last Stand of the Aztecs.  New York: Bantam, 2008. Thomas, Hugh.  The Real Discovery of America: Mexico November 8, 1519. New York: Touchstone, 1993.

The Four Porqués of Spanish

The Four 'Porquà ©s' of Spanish Although porque, por quà ©, por que, and porquà © have related meanings, they are not interchangeable. If you find them confusing as a Spanish student, youre in good company: Native speakers often write them incorrectly as well. Por Quà © Por quà © typically is used in questions, meaning why:  ¿Por quà © celebramos el 16 de septiembre? (Why do we celebrate September 16?) ¿Por quà © estamos aquà ­? (Why are we here?) ¿Por quà © no citas tus fuentes? (Why dont you cite your sources?) Por quà © is also sometimes used in statements that form an indirect question. In such cases, it usually is still translated as why. Dime por quà © las noches son tan largas. (Tell me why the nights are so long.)Quiero saber por quà © se usa el prefijo www en las pginas Web. (I want to know why the prefix www is used for Web pages.) Porque Porque typically means because: Es simple porque se basa en el concepto de igualdad. (It is simple because it is based on the concept of equality.)Perdà ³nalos, porque no saben lo que hacen. (Forgive them, because they dont know what theyre doing.)Voy al restaurante porque tengo hambre. (Im going to the restaurant because Im hungry.)-  ¿Por quà © sales? - Porque estoy aburrida. (Why are you leaving? Because Im bored.) Por quà © and porque are far more common than the following two usages. If youre a beginner at Spanish you can probably safely stop here. Por Que Por que occurs when que as a relative pronoun follows the preposition por. If that sounds confusing, think of por que as meaning for which, although it is often translated as that or why. Esa es la razà ³n por que he querido salir. (That is why I wanted to leave. Literally, that is the reason for which I wanted to leave.)El motivo por que llegà ³ tarde fue el paro de buses. (He arrived late because of the bus stoppage. Literally, the reason for which he arrived late was the bus stoppage.) Por que also occurs when que follows a verb phrase using por. For example, the phrase for to worry about is preocuparse por. Here is an example where the phrase is followed by que: Se preocupa por que las soluciones sean incompatibles. (She is worried that the solutions will be incompatible.) Porquà © Finally, porquà © is a masculine noun, meaning reason, much like using why as a noun in English: No comprendo el porquà © de la violencia domà ©stica. (I dont understand the reason for domestic violence.)Estn acostumbrados a tomar decisiones, no a explicar los porquà ©s. (They are used to making decisions, not at explaining the reasons.)

Criminal Law Foundations Research Paper Example | Topics and Well Written Essays - 1250 words

Criminal Law Foundations - Research Paper Example Finally, the 6th Amendments to the United States Constitution provides a constitutional safeguard by giving the citizens a chance to know the evidence presented against them and to confront their accusers (Family Rights, 2013). This remarkably includes the substantial point of incurring speedy and public trial to be officiated by impartial juries. The accused must then be able to know the nature and cause of the accusation. Transparency is encouraged as the witnesses and the accused must confront each other. In this regard, it is important to create a compulsory process to take witnesses that would stand on individual’s favor. Furthermore, to guarantee remarkable defense, an individual should have to acquire Assistance of Counsel. In this paper, the proponent tries to evaluate the constitutional safeguards provided by the above Amendments to the US Constitution as they apply to both adult and juvenile court proceedings. Concerning this, the discussion of the impact that these safeguards have on the day-today operation of adult and juvenile courts is included. Constitutional safeguards and adult and juvenile courts A warrant is a form of formal and legal request that is legally binding for it seeks not to violate the individual’s right for reasonable search and seizure. ... tect their life and properties, the 4th Amendments to the US Constitution is a way of strengthening an individual’s constitutional right to feel the safety that everyone must freely enjoy within the state. Concering this, adult and juvenile courts are obliged to perform or observe this legal process in order to guarantee actual emancipation of the required constitutional safeguards to ensure actual implementation of consistent basic constitutional rights from all ages, particularly in hearing adult and juvenile cases. For instance, so as not to intimidate a child or a minor, who happens to have basic rights covered by the Constitution, the right legal process is necessary and so employing warrant to initiate reasonable search and seizure would simply make sense for this matter. The 5th Amendments to the US Constitution only strengthens the citizenship of the individuals and the privileges offered by the state that are set open to be equal for all. Under the criminal justice sy stem, this simply is a call not to violate the human rights especially by compelling a man or a child to tell something that may stand against one’s will or welfare, without substantial touch of truth and appropriate legal process. For this reason, a crime investigator has no right to initiate physical pain or harm to the accussed just to make sure that the suspect will tell something that will finally stand to witness against himself. Employing the same to minor could be considered as child abuse if the law relevant to it would be placed open for interpretation. On the other hand, the 5th Amendments to the US Constitution also provide a way to allow everyone to experience generally the liberty to use public property. Discriminations are entirely discouraged. Thus, allowing people, of all ages

Quality and perf 1 Assignment Example | Topics and Well Written Essays - 750 words

Quality and perf 1 - Assignment Example The data for the amount of time spent on each activity performed on the patient will be noted including transportation, waiting and the time spent on treatment. Also, comments from nurses, therapist and family-members of the patient will be noted to increase the efficiency of the project. Data collection will be a team work task among all the employees of all the departments. Each participant will note the time he spends on each activity and then submit the report to his respective department. All the final reports from each department will be organized in a â€Å"flow chart model with the timeline† as per organizational chart. The Quality Improvement Plan will be executed by the â€Å"Q-Team†. The team will consist of 6 senior members from each level of the organizational chart which includes the head of therapist, head of nurse, In charge of transportation, administrator, human resource manager and manager of strategic planning and financing. Head of the therapist will make sure that all the patients get the best care in an efficient manner considering the importance of time both for the organization and patient. Each therapist will fill a patient profile form mentioning the time spent on treatment and counseling. He then submits it to the head of therapist. In charge of the transportation will confirm that each patient will come to the centre, before his appointment time with the therapist. Transporters will note the time for transportation for each patient. Administrator will be in direct contact with the family members of the patient. In case of any complaint or request he will pass it on to the committee to refine the whole process. Any delays from the patients or complaints will be noted down and will be submitted to the committee later on. All the members of the committee being professional in their respective fields will utilize their

Criminal Defense Attorney: Ethical Obligations

Criminal Defense Attorney: Ethical Obligations Thoroughly explain the difference between the ethical obligations of a defense attorney and the ethical obligations of a prosecutor. Explain how these different roles may affect their responsibilities in a criminal trial Obligations of the Defense Attorney The role of an attorney, as defined by society, can be seen threefold; a member of a legal profession, a representative of clients, and an officer of the judicial system with the responsibility of obtaining quality justice. These responsibilities do not differentiate based on the type of law that is practiced. These responsibilities go farther than merely representing a client in a criminal proceeding. An attorney must respect the need to seek the truth within a system that places justice as a core value. There are multiple roles that a criminal defense attorney must face and each role has distinct responsibilities in every action and every decision that is made. Role as Advocate The American Bar Association Criminal Justice Standards suggest that the defense attorney satisfies his duty to the administration of justice and as an officer of the court merely by serving as the accuseds counselor and advocate with courage and devotion and to render effective, quality representation. (Marcus, 2009) A few advocates take the position that the criminal lawyer has one assignment, enthusiastically speaking for the client, within the law, and state that the part of the criminal lawyers responsibility to secure the accused against the power of the government, directs the lawyers ethical commitments. Officer of the Court The criminal lawyer has obligations to the court and others to include the defendant. The officer of the court is required to decide on choices that reflect regard for the truth and the function of the trial procedure. The officer of the court is required to cease from including himself in distortion, misrepresentation, and deceptive nature. The officer of the court cant take an interest in perjurious declaration, and in the event that he gets to be distinctly mindful of his association then he should find a way to cure it. Minister of Justice The criminal defense lawyer is called to be a member of society with an extraordinary obligation to justice. Justice considers whether the issues of the substantive and procedural privileges of the accused have been ensured all through the legal procedure. Justice obliges adherence to the correct techniques and procedures, through which justice is proficient. Also, at last, it requires that false declaration or testimony would not be the premise of a fair conviction. Paying little mind to whether a criminal attorneys client is liable of the wrongdoing he or she is being accused or wrongly blamed, the lawyers occupation doesnt change: make the prosecution prove its case with sound contentions, genuine proof, and dependable declaration. Criminal lawyers have an impossibly troublesome task, as upsetting and candidly difficult as that of a Doctor who must save life, and have the capacity to watch a patient die under his surgical knife and come back to work again the following day. It doesnt deliver fulfillment or euphoria when lawyers see their blameworthy criminal client go free, ensured by the Constitutional denial against double jeopardy never to need to suffer discipline over shocking crimes. Be that as it may, they are not the villains and liars of the American justice system; they are its moral legends. Obligations of the Prosecutor The prosecutor must have the capacity to demonstrate the defendant is blameworthy past all doubt even though, prosecutors tend to be somewhat embellished and violate the laws of justice at any cost. Tragically, innocent individuals are put in a place of confessing to violations they didnt commit due to the attorney misconduct. Unfortunate behavior by prosecutors is typical inside the courts, a viable strategy that works to support them. It comprises of wrecking, changing or withholding proof, threatening defense witnesses in return for lesser sentences, training witnesses for the prosecution to give statements that help their evidence against the defendant. Eventually the defendant does not get a reasonable trial and is wrongly sentenced. Criminal convictions as of late have been toppled on account of violations by prosecutors regarding scientific evidence. A prosecutor has the ethical commitment to keep up a level of competent fitness in the courtroom. The Function of the Prosecutor The office of prosecutor is responsible with arraignments in its district. The prosecutor, along with the defense attorney, is a manager of justice, an advocate, and an officer of the court; the prosecutor must practice sound suspicion in the execution of his or her capacities. The obligation of the prosecutor is to look for justice, not simply to convict. It is an imperative of the prosecutor to look to change and enhance the organization of criminal justice. Whenever insufficiencies or treacheries in the substantive or procedural law become obvious, he or she must enhance endeavors for healing the negative activity. It is the obligation of the prosecutor to know and be guided by the guidelines of professional conduct as characterized by traditions, moral codes, and law in the prosecutors locale. In 1935, the case of Williams v. State cited a reasonable definition by stating; The prosecutor is the representative not of an ordinary party to a controversy, but of a sovereignty whose obligation to govern impartially is as compelling as its obligation to govern at all; and whose interest, therefore, in a criminal prosecution is not that it shall win a case, but that justice shall be done. As such, he is in a peculiar and very definite sense the servant of the law, the twofold aim of which is that guilt shall not escape or innocence suffers. He may prosecute with earnestness and vigor indeed, he should do so. But, while he may strike hard blows, he is not at liberty to strike foul ones. It is as much his duty to refrain from improper methods calculated to produce a wrongful conviction as it is to use every legitimate means to bring about a just one. References Marcus, M. (2009). The making of the ABA criminal justice standards. Criminal Justice, 23(4), 10. 295 U.S. 78, 88 (1935), cited in Williams v. State, 103 Nev. 106, 110, 734 P.2d 700, 703 (1987); see also RPC 3.8 (Special Responsibilities of Prosecutor); ABA Prosecution Function Standard ÂÂ § 3-1.2 (3d Ed. 1993); NDAA National Prosecution Standard ÂÂ § 1.1 (2d Ed. 1991).

Child and Young Person Develpment Essay

There are certain areas in which a child can develop starting from birth till 19 years. The physical development refers of body development, the motor skills, the co-ordination between the hand and the eye. The social and emotional development includes the relations and the social skills, the feelings for the others and the self –confidence. The intellectual development includes the understanding of the information, the logical thinking and the reasoning. The language development means the speech development which begins from one word to complex sentences. There are some transitions periods from one stage to another which are called milestones. These stages are divided in the most important ages: * 0-3 years * 3-7 years * 7-12 years * 12-19 years At the beginning of a child life I mean from birth till age of three the physical development is concentrated on the perception of sounds and familiar faces like mum and dad faces, their voices, starting sitting, start to walk, feed himself, starting to play, holds crayon in one hand and starting doing marks on paper. The social and emotional development for the child from birth till 3 years it has on the centre of the universe the mother, which feeds him, smiles on her face, depends on her affection, later on he starts to play with children but he stills needs the adult reassurance and attention. Intellectual he realise that others are separate beings and he is another soul. On language the child starts first to make happy sounds, after the age of one year he will begin to use words and after try to create sentences. After 3 years the child starts to jump, run, ride a bicycle, catches a ball, start using pencil, paints and doing buttons and shoe laces. He becomes independent and more sociable and friendly with others, responsible for himself and others. He starts to understand the needs of others, the differences between objects and the sameness. In the language he starts to use past tense, he extends his vocabulary, he will tell stories and start to understand books. After age 9 the child will start playing team games. He starts to form friendships after 8 years old. He starts to read to himself. His vocabulary will develop; he will speak fluently, because of reading loud. Adolescence (12-19 years) is the period of detachment of the child of his parents. The boys will start to develop sex characteristics like deep voice, body hair, and muscle growth. The penis growth will start later. The breast of a girl will start to develop around the age of 10 and also her pubic hair. Some girls can reach physical maturity by the age of 13, others by the age of 15. The adolescent is in a continuous changing and he will feel the need of indepen dence, starts to concentrate of their friends more than parents. He starts to create his own personality. The adolescent start to think on his future, his occupation, making a family, children of his own. He can become sarcastic and ironic but he just tests his new language skills. If a child has a learning difficulty that makes harder for him to learn what others children at the same age are already learning than he may need extra support, or other ways of teaching with the help of a computer, images or sounds. So it is recommended that the activity and the progress of the children needs to be checked so any delay of development needs to be tracked on time and the supports offered on time so the child can develop normally like the others of his age. For example if a child has a language delay, this one can affect the others areas like emotional development, he won’t be able to form relationships, he won’t be able to express feelings, speak in front of the class or the teacher. He will develop a poor image of himself, and his self-confidence will diminish. Also if a child h as language development, this will affect his writing area because he will need to speak to be able to write. So is better that this delays in one area are tracked on time and additional support start as soon as necessary so the child can develop normally in all areas. There are some factors which can affect the child development relied on family conditions like health, the motivation and the support offered by the family, the relations between the child and the family, the background from school and his influence and the influence of the community on child actions. The article of Pamela E. Davis-Kean about The influence on parent education and family income on child shows that parent education is important on child achievement. In this article the income of the family don’t affect negatively the achievement of the child in his education the important effect is more the expectations and beliefs of the family, because a family of high and moderate income may have the same expectation on a child like a poor family. Also the mother and her belief is very important, a mother with higher e ducation may have higher expectations on her children achievement. In this article the warm of the mother and her education affect more the child than the lower-income. The reading has a big effect on achievement for a child. So in conclusion the parents are like models for the children. For example a mother who is a doctor is like a model for a girl which can choose maybe the same job, and the mother’s word value a lot for the child by her position. The teacher can be a model for a child for example when I was a child I use to love the French teacher and because I use to like her I start to love French so she become a model for me she determined me by her attitude to chose the university of foreign languages with French the first option. The environment where the child lives can be a strong influence on his education because if his family don’t offer the support and the warm which the child needs he may not be able to concentrate on his study, he can become shy or interiorised he can lose his self confidence and this can have negatives effects on his development. Once the Learning assistant had identified that that a child has special educational needs he must intervene with through the school action. So the child has an Individual education Plan which shows the actions and the pupils that must work with the child so he can achieve the target. A psychologist is consulted for the intervention that must be done on the child. In this individual plan the parents will also support the child. The school can ask for the help of the specialist or the technology a computer or the local authority may be involved. There may get a daily support for a learning support assistant or he may need to learn in a special school. So if such a placement will be chosen the parents will be informed within 12 weeks by the local authority. A disable person is someone who has a physical or mental impairment, is blind, deaf or dumb or is handicapped by an illness on a long term. A disability might enhance learning difficulty that will need for special education needs. But not all the children that are disables need special education needs. The same not all the children with special education needs will be defined as disabled. From the article: The learning Trust’s approach to SEN, Definitions of SEN and Disability I took the schema from next page. Also the learning assistant must be aware to help the child if he has speech problems, because he may be unable to express thoughts, to form relationships, to communicate. It is very important for a practitioner to be able to develop speech, communication, language and identify the children which has communication needs. If a child is identified with having speech, language and communication needs a language a therapist might be involved and the local authorities and the parents. The difficulties with speech affect all the areas of developments like social and emotional, intellectual and the language area. A child who has a speech difficulty, can’t make friends, he is enable to socialise, he is shy and he lacks of confidence, he finds difficult to understand the information, he can’t create correct sentences, he can’t express his ideas and he can’t establish a right communication with other peer.

Essay about Me Reviews & Guide

Essay about Me Reviews & Guide After all, should you really wish to stick out amongst a sea of essays, you don't wish to be writing on exactly the same topics. When conversation is not possible, writing can be a great option. Or perhaps it was the content. Tips If you're having a tough time writing about yourself, search online for homework pages of private writing, as a way to find some ideas and inspiration. Many teachers now don't provide the precise topics due to the fact that they want you to have more choice. Students are requested to explain, comment on, or assess a subject of study in the shape of an essay. They have to write essays depending on the teacher's instructions or their desired style in writing. Some students face a good challenge when they have to cope with a substantial influx of writing assignments. Writing an essay on everything which makes an individual unique would not be possible. The conclusion should have a synthesis or a concise summary. Learning human nature is among my other interests. Choosing Essay about Me Is Simple Denote for yourself what will be the principal portion of the essay, and what's the auxiliary material. The essay has to be viewed via the program. At first, it may seem that writing essays is an effortless process which certainly does not take away a rather large amount of time. Our 1-hour essay writing service may be ideal solution for you. The most important part and conclusion are the two most necessary elements of the essay that show your comprehension of the topic. Several alternative logical structures for essays are visualized as diagrams, making them simple to implement or adapt in the building of an argument. Attempt to reveal the subject of the essay more fully, from your own personal perspective, as you write your individual story. It's sad to consider the specifics. Essay is a superb country with excellent opportunities, so I will not have any doubt, when It'll come down to opt for a country. Caring for people has ever been my desire. They tend to choose a number of themes of who they are and try to describe them all. Whatever They Told You About Essay about Me Is Dead Wrong...And Here's Why In order to construct a logical chain, you are in need of a plan of writing. On occasion, you might want to manage distinct assignments, that in addition, you've got to do facing you date. Do not become stuck wi th material possessions and what you've achieved in life. So that your thoughts should flow in a suitable purchase. The Start of Essay about Me Narrative writing has become the most simple type of work. Physical punishment may be a helpful system of discipline. Short essays are important when one is hoping to present an important topic without needing to compose plenty of words or using numerous pages. When the students receive a topic to compose a brief story, it actually becomes a huge one. Others must work full-time to afford to visit school, and they simply have zero opportunity to finish every writing assignment in time. The stories written by our writers aren't only precise and clear, but give a crystal clear view of the whole story in a short period of time. They also give a few tips on how to write a good college essay on the entire short story. Only writers that are interested in your topic place will place a bid to assist you. A History of Essay about Me Refuted You have to truly feel convinced if you search to find an essay you're finding a top bit of writing you may utilize. The simplest way to specify the form of an essay is to realize the writer's point of view. Thus, there are numerous ways an essay can be written. A significant part the narrative essay is how the writer experienced the events described. Ending an essay with similar scenario might help to show your point and make a better understanding. Bear in mind, your private essay might be the truth, but it doesn't indicate you shouldn't consider it from a creative writing mindset. There's more than 1 way to compose a narrative essay. Expository essay utilizes formal language to go over someone or something. Describe why you're writing in the very first paragraph. You may also think of an ending that mirrors the start of your essay. If you're not sure of the right punctuation, rewrite the sentence. A 1 hour essay deadline may be a true problem, if you're not good enough at writing and expressing your ideas on a topic you aren't really interested in. Any form of ideas may also help you personally. You're worried that someone will learn that you are using writing service. For this reason, you shouldn't wait until customer support will get in touch with your writer and you'll obtain a response. Your writer won't ever learn your name.

Organizational Culture And Its Cultural Culture - 1144 Words

To greet each other in Tibet, you stick out your tongue and put your hands together in front of your chest. In Japan, it is only polite if you bow to each other when greeting. There are hundreds of different ethnic groups in the world and they all have their own customs and traditions that stemmed out from their underlying culture. Similar to these ethnic groups, each organization also have their own unique culture that guides how people behave and what people believe in within the organization. In formal terms, organizational culture is â€Å"the set of values, norms, guiding beliefs, and understandings that is shared by members of an organization and is taught to new members.† [p.332; Organization theory Design; Daft, Armstrong] Put it in simple terms, it is basically how the employees in a company are expected to behave and go about their daily business. Organizational culture can be observed in visible artifacts and employee behaviors such as symbols, slogan, the way people talk, the way people dress, and even the atmosphere at the workplace. These visible artifacts and observable behaviors reflects the deeper values and beliefs of each member of the organization which in turn represents the true culture. I have the privilege to be working for TD Canada Trust for the past two years and this is an organization that oozes the word â€Å"culture†. First thing you learn at training (rite of passage) is the logo (green armchair) and the slogan (Banking can be t his comfortable) ofShow MoreRelatedCultural Culture, Occupational, And Organizational Cultures1219 Words   |  5 Pages(Ch.2) It was while reading the introduction of this chapter that the realization hit me that ‘Culture’ governs every walk of our life. Right from what we wear and what we speak, to what we perceive as beautiful (or ugly), how we behave differently with different people, our idea of right and wrong – everything is part of our culture, which has been handed down to us as accepted from our past generations. This has been very beautifully explained in the first two pages of the chapter. I particularlyRead MoreThe Cultural Aspects Of Organizational Culture1739 Words   |  7 PagesOrganizational Culture The Organizational Culture Theory analyzes the various cultural aspects of organizations, most notably the five metaphorical performances, the seven cultural markers, and the notion of culture being something an organization is versus culture being something an organization has. The five metaphorical performances are ritual, passion, sociality, politics, and enculturation. Rituals are certain events that are done at certain times, such as getting coffee at a certain time everyRead MoreCultural Assessment Tools And Organizational Culture843 Words   |  4 PagesIntroduction Corporate culture is an intricate component of an organizations identity. Fortune 500 corporations have used corporate culture as a trademark. Best Buy, a leading electronics corporation, leverages its brand by promoting the â€Å"Geek Squad.† Walmart Corporation requires all associates to dress in dark blue shirts and beige slacks. This document will discuss cultural assessment tools used in assessing organizational culture and gaps within formal groups, leadership styles and techniquesRead MoreDiscussing Cultural Assessment Tools For Organizational Culture And Diversity1027 Words   |  5 Pagesacross Cultures July 13, 2016 Corporate Culture Diversity in the Global Workplace All global organizations must merge diverse workgroups into cohesive, high performance global teams in order to adapt to environmental changes. This document will discuss cultural assessment tools used in assessing organizational culture and gaps within formal groups, leadership styles and techniques that influence social culture and diversity within formal workgroups, description of social culture thatRead MoreOrganizational Diversity And Cultural Diversity1582 Words   |  7 PagesThe hindrance of cultural struggles that encompass aspects of career growth may be the main reason there are different levels of organizational workforce satisfaction. Even though women have a much greater likelihood of leaving their position, current organization, the organizational cultural differences build high turnover rates. The cultural obstacles preventing occupational development and growth are the prime accounts used when women of all ages are dissatisfied and leaving a position (CoxRead More The Organizational Structure Of General Electric ( Ge ) Essay1029 Words   |  5 PagesInternational business management A discussion of the organizational structure of General Electric (GE) Introduction GE is an American multinational conglomerate which deals in industries like aviation, oil and gas, power and water, health care and capital, to mention a few. The company has a matrix organizational structure, which is characterized by the organization of the company according to multiple metrics. In the case of GE, the structure is matrix in that it combines a functional structureRead MoreThe Role Of Organizational Leadership And Human Resource Professionals1342 Words   |  6 Pagesproactive strategy to unify two organization’s unique and beneficial culture elements during a merger. According to Cartwright Cooper (1993), â€Å"cultural incompatibility is†¦a cause for poor merger performance. Rather than integrating, the two cultures collided, which†¦resulted in low morale, poor work quality, and declining financial performance...† This paper will focus on the challenges of mergers; discuss the roles of organizational leadership and Human Resource profes sionals. Additionally, thisRead MoreRole Of Hrm Over The Period Of Time1495 Words   |  6 PagesThe report is an amalgamation of three patches of which, first, is a journal review of two human resources related articles: â€Å"Extending the Scope of Organisational Culture: the External Perception or an Internal Phenomenon† (MacIntosh and Doherty, 2007) and â€Å"Organisational Culture: An exploratory study comparing faculties’ perspectives within public and private universities in Malaysia† (Ramachandran, Ching and Ismail, 2010). This journal review is concluded by a reflection wherein the scholar expressesRead MoreCulture Shaping Leadership : The Business World987 Words   |  4 PagesCulture-Shaping Leadership The business world has expanded globally in the 21st century. With the development of the Internet, companies can expand into new markets in a fraction of the time previously necessary. With this new global frontier, organizations have found new challenges. Culture barriers present real obstacles for building cohesive organizational structure. In order to overcome this hurdle and take advantage of the cultural diversity, the leadership must find an effective model to accommodateRead MoreArticle Review : Leadership Vision, Organization Culture, And Organizational Innovation1254 Words   |  6 PagesArticle Review: Leadership vision, organization culture, and support for innovation in not-for-profit and for-profit organizations. This article works on the premise that organizations must adopt a change philosophy including â€Å"transformational leadership, organizational culture, and organizational innovation† (Sarros, Cooper, Santora, 2011). This is an area which has had little attention, despite the assertion that these are important aspects required to create a change strategy. This article