IRAC Brief Case Study Example | Topics and Well Written Essays - 500 words

IRAC Brief - Case Study Example lthy tycoons and political campaign donors Baxter-Simons and Nathaniel Simons, to manage the household expenses, including those of the household employees (Markay, 2015). The parties are to enter into an agreement through arbitration, which will be later notified to the court. Issue: Madalyn Garcia was recruited as a household worker to serve in the 6,700 square-foot home owned by the Simons’ family and located in Berkeley, in 2010, to serve as a housekeeper (Markay, 2015). Garcia was considered one of the best employees at the household, and thus she consequently received numerous bonuses on frequent basis, as an appreciation of her work. However, all this was to change in the April of 2012, when Garcia informed the home owner, Baxter-Simons, that she was pregnant, and thus requested for a 12-week maternity leave (Markay, 2015). Upon this request, Baxter-Simons was visibly upset, but still allowed Garcia to take only a 6-week leave. When Garcia reached 8 months of her pregnancy, she started experiencing tiredness and difficulties in undertaking her duties, thus requested for a rearrangement of her 2-off duty days, so she could have occasional rests (Markay, 2015). This upset Mrs. Baxter-Simons even more and she refused to grant that request, while starting to harass Garcia through asking her to do work that was difficult for her, such as carrying a crate of wine up and down the stairs. The relationship between Garcia and her employer would subsequently deteriorate, and on Aug. 6, 2012 Elan Household, LLC informed her that she had been fired (Markay, 2015). Analysis: The U.S. Pregnancy Discrimination Act of 1964, under Title VII, provides that it is prohibited for an employer to treat a female employee â€Å"unfavorably because of pregnancy, childbirth or any other medical condition related to the regency or childbirth† (USA.Gov, 2015). Additionally, the law of California provides that a pregnant employee should be granted up to four months of maternity leave

A Good Man is Hard to Find Essay Example for Free

A Good Man is Hard to Find Essay In Flannery O’Connor’s story A Good Man is Hard to Find the title illustrates the changing times and how progressively from the grandmother’s perspective, the future is quite different from the past; in which the grandmother believes that the past presented people with a much simpler way of life and the future is not as decadent and is too complex. The title also refers to the interchange between the grandmother and the Misfit at the end of the story. The Misfit is a man who was has recently escaped from prison. When the grandmother and the Misfit meet up on a country road after the grandmother’s family has been in a car wreck the Misfit and his gang take care of the family, with the Misfit killing the grandmother last. The title of the book bears relevance to this in a foreshadowing manner in that the ideals that the grandmother tries to uphold and apply to the Misfit bear no relevance in reality; for her, the title connotes that the past is unattainable; a good man is hard to find means that the world is changing rapidly and her reference towards life is outdated. For the Misfit the reader can foreshadow how the title connotes his childhood and how he simply was borne bad and that the object of a good man being hard to find entails the psycho-socio-balance that cannot exist rightly in any man seemingly. Furthermore, the title foreshadows in a way how the world has lapsed in faith; both the grandmother and the Misfit have a lack of faith in anything, and as O’Connor has written the story she adds in her touch of personality, If you would pray, the old lady said, Jesus would help you. Thats right, The Misfit said. Well then, why dont you pray? she asked trembling with delight suddenly. I dont want no hep, he said. Im doing all right by myself. (O’Connor A Good Man is Hard to Find 11). Thus, when the Misfit admits that he likes who is, or at least does not want to go around changing who he is, it is O’Connor’s omission that there is no such thing as a saint, as a good man and thus the impetus for the title is found, and all of the foreshadowing can be found in this title for the reader. The theme of the book is progression; progress from a former state of being to a later state of being which is shown succinctly with the car trip, the drive down the country road to a house which does not exist in that state and finally with the family facing their death at the pistol end of the Misfit and his gang. It is through this theme of progression that the reader may also connote foreshadowing because with this progress, the family cannot expect to stay the same, and since the grandmother is a character so set in her ways, the only way for her to change in the story is through death. This theme of progress goes into detail with the characterization of the Misfit. The Misfit, like the grandmother denies the theme of progression, which is also a foreshadowing in the story as the reader knows the Misfit’s character will not change and thus, will kill the family, because if he doesn’t kill the family it’s a sign of progression and change. While the grandmother clings wholeheartedly to the past, the Misfit does this as well. The grandmother changes by dying and the Misfit stays the same by killing the grandmother and the family. I call myself The Misfit, he said, because I cant make what all I done wrong fit what all I gone through in punishment. (O’Connor A Good Man is Hard to Find 11). Thus, the Misfit is stating that his future does not match his expectations, and his progression as a person has stalled and his stuck being the Misfit which incidentally is a name he designed and applied to himself to further exemplify that he is without development and surely, as represented in O’Connor’s story a man without hope of change. O’Connor’s story subsequently allows the reader to find out that what the grandmother and Misfit’s true crime is that they fear change and thus that is their sin. O’Connor’s story is a tale told about redemption; or rather the lack of redemption. Neither the grandmother nor the Misfit feel morally remiss about their actions or their attitude towards things, such as crime and killing for the Misfit and racism and prejudices for the grandmother. By allowing these characters to be recalcitrant toward the theme of progression she is making the characters human which is not often done in novels or short stories. O’Connor’s approach to characterization makes for the story to have a lot of gumption in its writing style and subject matter. By including the ‘dirtier’ side of life, such as biases and murdering O’Connor is allowing the story to shape within a paradigm of humanity which must by its nature be inclusive of both good and bad, and O’Connor is an expert in the writing of the yin and yang as it were. Work Cited O’Conner, Flannery. A Good Man is Hard to Find. Harvest Books, New York. 1977.

Strategic Management Essay -- essays research papers

Strategic Management QUESTION The study of the external environment is a crucial step in the mapping of business strategy for an organization. Discuss how the assessment of external forces can be performed with business examples to support your analysis. CONTENT PAGE 1. Question Paper 2 2. Introduction 3 3. PEST Analysis 4 (3.1) Political Legal Environment 4 (3.2) Economic Environment 4 (3.3) Social Environment 5 (3.4) Technological Environment 5 4. Industry Analysis 5 5. The Michael Porter Five Forces 6 (5.1) Threat Of New Entrants 7 (5.2) Rivalry of existing firms 7 (5.3) Threats of substitutes 7 (5.4) Bargaining power of buyer 8 (5.5) Bargaining power of suppliers 9 6. Conclusion 9 7. Bibliography 10 8. References 10 Introduction Business environment is an element that will affect all the activities of an organization. Beside, it will bring firms both opportunities and threats because of its uncertainties. Business environment is uncertain, complex & dynamics; organization should apply more flexibility & discontinuity ways to manage them. A firm cannot control the environment because it is unpredictable in its direction and speed of change, such as interest rates, rate of inflation and exchange rate. Business environment can classifies in two categories that are internal environment and external environment. Internal factors close to the company that have a direct impact on the organizations strategy, these factors include employee, customer, suppliers, shareholder, banker etc. External environment comprises those factors and trends outside the organisation that might have an influence upon an organisation and its future. Many external factors can have an effect upon an organisation - from changes in government legislation to the entry of new competition into a market.... ...; more the fact that your supplier realizes you can do it and so needs to respond accordingly Bibliography : http://IMBA 702 Cases.htm Strategic Management and Business Policy Entering 21st Century Global Society (Sixth edition) ?Thomas L. Wheelen & J.David Hunger http://www.Marketing Environment.htm References: Strategic Management and Business Policy Entering 21st Century Global Society (Sixth edition) ?Thomas L. Wheelen & J.David Hunger Business Policy and Strategic Management (Fifth Edition) ?Lawrence R. Jauch & William F.Glueck. Management of Business for GCE A Level & LCCI (2nd Edition) ?Vincent Gabriel Management (Third Edition) ?Kathryn M Bartol & David C Martin Strategic Management Awareness and Chance (Third Edition) ?John L Thompson Strategic Management Theory and Pratice ?G.A.Cole BA MA MIPD MIMgt, Strategic Management (International Edition) ?Alex Miller Gregory G.Dess Strategic Management (McGRAW-HILL International Edition) ?Gregory G.Dess & Alex Miller http://www. Porter's Five Forces.htm http://www.IMBA 702 Cases.htm http://www.Marketing Environment.htm http://www. Business Competition.htm http://Activity 1 - PESTEL analysis.htm

Japanese Occupation Affect Nationalism in Indonesia

Assess the impact of the Japanese Occupation on nationalism in Indonesia â€Å"Nationalism† is generally defined as the increasing desire in people to determine their identity, existence and destiny for themselves. For the Netherland Indies, nationalism movement can be traced back to around 1900, which finally led and gave rise to a new nation, Indonesia. Nonetheless, it is important to acknowledge that nationalism movement existed prior to the Japanese occupation and therefore should not be consider a turning point that altered the entire landscape of nationalist movement in Indonesia.In addition, the Japanese’s brutality and cruelty could have potentially hindered the progress of nationalism, as they were primary driven by their self-interest in war efforts. This paper will attempt to argue how the Japanese Occupation acts as a catalyst that sped up nationalist movement led by pre-war nationalist leaders in Indonesia, eventually paving the way for its independence. In the initial stage of the occupation, the Japanese was determined to exploit the resources and not make any political concessions to Indonesian nationalism.The first attempt at such mass propaganda without major Indonesian nationalist leaders turned out to be a comprehensive failure. From its launch in March 1942, the Triple A movement that consist of the slogan that Japan as the leader of Asia, the protector of Asia, and the light of Asia, did not gather much support from the local. In general, the Triple A movement did not achieve its objective as few Indonesian Nationalist leaders were involved and the propaganda was too heavy-handed even in those days of early occupation for the locals to take it seriously.Therefore, it was only because the Japanese needed the help of the locals to aid war efforts that led them to give political concessions to nationalist leaders. Having failed to get anywhere by making no concession to nationalism and with increasing new doubts among the Japane se about the outcome of the war, the Putera — Centre of People’s Power (Pusat Tenaga Rakjat) was formed in March 1943. The Japanese selected nationalist leaders who had been imprisoned or ignored by the Dutch.They were resigned to the fact if they were to rally the masses of Java, the Japanese would have to use the leading figures of pre-war nationalist movement such as Sukarno and Hatta. The Japanese implementation of a simplified Malay language, Bahasa Indonesia, to replace the 250 languages and dialects used in the Netherland Indies it became the main lingua franca which significant in fostering a common national identityWhen they first took control of Indonesia, the Japanese decided to ban the use of Dutch language with immediate effect.Throughout the country, the locals started to see themselves as true modern nations rather than a mixture of rival religions, languages, cultures and races. This greatly galvanise nationalist effort, as it was easier to reach out to masses comparer to before under the Dutch rule. Under the Japanese Occupation, political boards were formed and nationalism was encouraged by the new regime as the Japanese mobilized the whole population for the war effort. The Japanese utilized Sukarno, along with the other nationalists, in order to unite the Japanese and Indonesian causes.While the Japanese military authorities were wary of giving Indonesians too much license, they recognize that they could not maintain their position by force alone. Hence, The Japanese give positions of responsibility to nationalist leaders like Sukarno and Hatta who had previously been imprisoned by the Dutch, and afforded the nationalist movement new scope for development (Vickers, 2005). Even though the original intention behind this move was to achieve Japanese war aims, such opportunity was never allowed under the Dutch Colonial rule.Therefore, Sukarno who was enlisted by the Japanese to help them govern the country seized every opportunity to educate the masses and indoctrinate nationalist consciousness into the masses. Sukarno was a crucial figure that contributed to the rise of nationalism in Indonesia. His eloquence at political rallies was instrumental in spreading the message of freedom across a diverse Indonesia, galvanizing them to set aside their differences to united and oppose against their colonial masters.This can be reinforced by the account of Hideo Fujiyama, who decided to desert the Japanese Army and remain in Indonesia to fight along side the nationalist army. He was primary motivated by Sukarno as he recalled the reason that inspired him to make the decision was listening to Sukarno’s speech at a mass rally on September 19th, 1945 in Jakarta. He described Sukarno’s speech to be â€Å"so energetic and impressive† which resulted to him â€Å"being moved† and led him to join Indonesia nationalist movement military.Therefore, the Japanese Occupation gave Sukarno the platform to reach out to the masses as his eloquence and inflammatory speeches managed to convince them to participate in his nationalist movements. The Japanese administration gave nationalist’s opportunities to become involved in government in ways that they had never known before under the Dutch rule. These opportunities include the access to experience and connections, which were later proved to be highly effective.In particular, nationalist usually came to control many propaganda activities mounted by Japan, including publication and circulation of newspapers such as Sumatra Sinbu (Sumatra News), radio broadcasts, mass instructions, films and meetings. Under the networking and communication capacities offered by such propaganda bodies as BOMPA (Bodan Oentoek Membantu Pertahanan Asia- Bureau to Assist in the Defence of Asia) in East Sumatra, nationalists were able to develop and spread popular understanding of the idea of Indonesia through the layers of indigenous society.For the first time in decades, the masses, and not just alienated urban activists and intellectuals became continually engaged in political activity and thus, accelerated the fervor of nationalism throughout the country. The Japanese Military also help set up the formation of volunteer army, PETA (Pembela Tanah Air- Defenders of the Homeland) and provided the large number of officers and soldiers with military trainings and weapons. Few Indonesians had been given officer training by the Dutch, and they were always under the Dutch commanders.This military training was instrumental to nationalist movement as it allowed them to be better equipped in the battle with the colonial masters between 1946-1949 when the latter tried to return and reassert their authority. It was not only the military training in PETA, but also the specific ideological training in the institute which emphasis on discipline and loyalty to country that awakened the national consciousness of the young men who enlisted int o the volunteer army.Nonetheless, it is important to acknowledge that the Japanese who set up PETA had their own interest in mind as they were planning to use PETA for costal defence against allied troops. They knew the limitations of PETA, and understood that they were not able to withstand a full-scale allied onslaught. Therefore, PETA was used to delay the enemy’s advance by deploying along the coastline and obstructing an allied landing or harassing the rear wherever the allied troops might come, thus allowing time for the Japanese army to retreat.For that reason, PETA soldiers were distributed throughout the island and were requested to remain in respective region, where they had intimate knowledge of the terrain. At the end of the war in 1959, the Indonesian government had as many as 500,000-armed fighters at its disposal. Therefore, PETA greatly strengthened nationalism efforts and represented potentially the most effective legacy of the Japanese period in both ideolog ical and structural terms. This paved the way for the formation of the nationalist army after the Japanese Occupation to fight against the returning Dutch colonial master.However it is also important to acknowledge that the Japanese Occupation had detrimental effect on nationalism in Indonesia even though they allow political concession for nationalist leaders to reach out to the masses. As the Japanese were primary driven by self-interest, they were not willing to compromise war efforts in order to accommodate nationalist movements. This can be seen in their brutality towards locals, the deliberate fragmentation of Indonesia into three divisions and the Romushua program of forced labour.By splitting Indonesia into three jurisdictions to be controlled by different divisions of Japanese military forces, nationalism in Indonesia was greatly disjointed. The three divisions consist of Java who was controlled by the 16th Army, Sumatra under the 25th Army and the rest under the 2nd Southe rn fleet. These became various political units with tight Japanese control together with separate administration. The notion was to ensure that any nationalist aspiration from Java to the outer islands was strongly discouraged.As a result, political activities tumbled to an all time low as from March 1942, all political activities were disallowed and all existing associations were thus dissolved. This resulted to breaking the unifying development of Batavia as Indonesia’s centre, which the Netherlands had emplaced over the years and thus compromising the idea of Indonesia as a single nation. The Romusha program was a mandatory forced labour implemented by the Japanese to aid them in their war efforts. This initiative destroyed stability and order within Indonesia and greatly hampered nationalist movements.The Romusha normally consists of peasants from the poorer region of Central Java. They were forced by various means to contract themselves to work on military construction p rojects. Many of them were sent away from their homes such as Sumatra, and even away from their countries to Brunei, Siam and eastern islands. The Japanese often treated them with extreme brutality and cruelty. Even after the war, only a small handful out of the estimated 500,000 who were mobilized to work outside their hometown managed to return back home.Amongst these people were ordinary Javanese like Sarmann Praptowidjojo, who were forced to slave on the Burma railway. Originally from Surakarta, he had been a railway worker in Surabaya before being sent to Singapore and then on to Thailand to work on the railway, where he witnessed the destruction of the bridge on River Kwai. He and his fellow Javanese worker saw those around them dying initially at the rate of three a day, den five, then ten. Even though Savramn survived, he joining the thousands who did not return to Java after the war, preferring to marry and live in Bangkok.The Romusha program hinder the progress of national ism movement as almost every echelon of the Indonesia social class was forced to comply by the Japanese to assume responsibility for the program such as organizing recruitment at village level, by propagandizing at higher levels, or simply by doing nothing to obstruct the program. Village chef and district officers in charge of running the program compounded its effect by designating the Romusha service in rural society they dislike or fear. Despite the political concessions given to nationalist leaders, the Japanese treated the locals with great brutality.Apart from the Romusha program, there was a botched biological warfare experiment in 1944 carried out by the Japanese. Between 5000 to 10,000 men from a group of Romushua forced labourers held on the outskirts of Jakarta, awaiting shipment outside Java, died writhing in agony from injection of tetanus. Japanese scientist had prepared the lethal vaccines to see what their effects would be. This further reinforces the idea of Japane se brutality and cruelty towards the local. Therefore, we see how Romusha’s domino effect on the masses greatly hampered nationalist movement in Indonesia.Even though the Japanese provided military training and platforms for nationalist leaders to reach out to the masses, it is too sweeping to label the occupation ‘a turning point’ in the history of nationalism in Indonesia. This is the fact that nationalism movement such as the Indonesian Nation Party (PNI) existed way before World War II, and Japanese occupation merely provided nationalist leader a platform to reach out to the masses and this in turn strengthened the nationalist movements. Nationalist sentiments were already common in the 1930s despite the Dutch colonial master clamping down hard on nationalist leaders.A key moment which highlights the growth of nationalist consciousness came in 1928, when the the All Indonesian Youth Congress proclaimed its pledge, establishing goals of one national identity ( Indoneisan), one country (Indonesia) and one language (Bahasa Indonesia). The emergence of Indonesian Nation Party (PNI), led by the young and rising Sukarno was rapidly becoming one of the most powerful nationalist organization (Vaisutis, 2007). PNI brought all non-communist nationalist groups under its umbrella to unify them as one.Nonetheless, there were limitations on nationalist movement prior to the Japanese Occupation. First, the emphasis on unity for the sake of the struggle meant that almost no attention was devoted to discipline, creative and accommodative thinking about the form and content of the free Indonesian state which nationalist leaders wished to create. Second, the over-emphasis on unity, together with the fiercely competitive and highly personalized world of elite Indonesian politics, effectively meant that no serious efforts were made to build bridges and create political compromises.Thirdly, political leaders of the 1930s used strikes and revolutionary languag e to challenge Dutch rule but they did not have strong enough organizational vehicle to spread their actions. Once there was a problem in their individual nationalist group, there was no longer a sense that one was able to move in and out of various groups and body. People had to give their exclusive loyalties as members of parties. The consequence of this was a splintering of the nationalist effort.Nonetheless, the Dutch recognizes the potential influence and threat to their authority and subsequently jailed Sukarno in 1930. Therefore, we see how nationalism existed way before Japanese occupation, and nationalist leaders eventually seized the opportunity under the Japanese Occupation to spread nationalism throughout the country. In conclusion, this paper argues that Japanese Occupation acts as a catalyst that sped up nationalist movement led by pre-war nationalist leaders such as Sukarno that eventually paving the way for its independence.Prior to the Japanese Occupation, there was subsequent number of problems that hindered nationalist efforts as political parties were full of conflicts and disunited. In addition, the Dutch clamped down hard on radical leaders and would imprisoned or exile them from Indonesia. Therefore, it was due to the Japanese occupation that provided a platform for nationalist leaders to reach out to the masses. In addition, the Japanese provided political concessions and military training which were instrumental in later years with the Dutch.However, it is too myopic to label the Japanese Occupation as a turning point in the history of Indonesia’s nationalism. This is due to the fact that nationalism was already active with the formation of the PNI and other nationalist groups. Also, the Japanese Occupation had the potential to greatly hamper nationalist efforts with own self-interest if not for Sukarno skilful manipulation and eloquence that steer the masses towards his nationalist cause. Thus, this paper will reinforce the sta nd that Japanese Occupation act as a catalyst toward nationalism in Indonesia.

My Goals and Walden Vision and Mission Essay

Being an Emergency Room nurse for 7 years and working as a traveling nurse in many different parts of the country has impacted my future and decision of going back to school. My personal career goal is to become a Family Nurse Practitioner (FNP) with specialization in pediatric critical care area, mainly pediatric emergency medicine. I have known since a very young age that I had a gift for working with children. My colleagues always call me the â€Å"pediatric nurse†. I feel it takes a very special type of person to work with pediatrics, and this is where my heart is. I chose to become a FNP to broaden my area of expertise and to leave multiple doors open to work in different areas. I have looked into numerous FNP programs across the country, but I was particularly looking for a program that would allow me the flexibility with my changing work schedule and lifestyle. A few co-workers of mine are currently going to Walden and informed me about the school and program. After reading the university and School of Nursing’s vision, mission, and goals, I knew that Walden would be right for me. I strongly agreed with many aspects of what Walden stood for as an overall school. I truly connected to Walden’s mission to provide â€Å"a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can affect positive social change† (Walden University, 2013a, para. 2). I value that Walden incorporates everyone’s background and experiences to better the learning of other students. Only being a nurse for 7 years, I have worked in over 17 hospitals and feel that I have gained a vast knowledge of how nursing differs in multiple parts of the country. I relate to Walden University’s statement of the diverse community of students helping to bring positive change including nurses from all aspects of healthcare. Furthermore, two of Walden’s University (2013a) outcomes that really caught my attention were to â€Å"demonstrate a commitment to lifelong learning† (para. 5), and also to utilize â€Å"knowledge to positively impact†¦ profession, communities, and in society† (para. 5). I want to continue to broaden my knowledge over the life of my career. I also believe in using this knowledge to positively impact others in all aspects of healthcare. Incorporating Social Change I agree with Walden University’s (2013a) view on social change that â€Å"Walden supports social change through the development of principled, knowledgeable, and ethical scholar-practitioners, who are and will become civic and professional role models by advancing the better of society† (para. 4). I plan to incorporate social change in my profession by applying my past work experiences and knowledge from school to become a better professional role model to my patients, co-workers and community. An example of one learning outcome for the Master of Science in Nursing is to â€Å"exhibit ongoing commitment to professional development† (Walden University, 2013b, para. 3). I am constantly trying to learn new ways to improve and better my knowledge and education. I recently obtained my Certified Emergency Nurse certification and will soon be taking the Certified Pediatric Emergency Nurse exam. I only hope that with my past experiences and my future knowledge gained at Walden University, I will be able to become a professional advocate and role model for the future of pediatric care and the patient population thereof.

Private Ryan essays

Private Ryan essays June 6th 1944 is known as the day that turned the tides of World War II. Allied troops both Para dropped and landed on French occupied territory via the English Channel. For Captain John Miller, the beach was enough, but after only three short days of recovery, Miller and his squad of men are sent in search of what has become a very important soldier. Receiving his orders from the very top, Miller and his men set out in search of a James Francis Ryan from Iowa. Along the way, Germans kill two of Millers men, provoking the question, How many men are worth one mans life? As the movie progresses, Captain Millers team finally finds Private Ryan, the man they were sent to save. John explains to him that all three of his brothers were killed in action, and as a result of this, James Ryan, the last surviving brother of the Ryan family, is ordered to be returned home so that he may carry on the family name. However the conflict arises when James is reluctant to leave and is determined to stay with the only brothers he has left, in order to defend a strategic bridge whos defense is vital in determining the immediate tide of the war. Again, Captain Miller, after already loosing two of his men, decides that Ryan and his fellow soldiers cannot hold the point on their own, and that he and his men will aid the already weakened defenders in hopes of not only defending the bridge from the Germans, but also to save Private Ryan from what would other-wise be his inevitable death. After hasty preparations and decisive planning, the French ghost town previously torn apart by war, erupts to life once again with the sounds of conflict. The town of Rommel is slowly but surely being overtaken by the Germans, their numbers too great for Millers men to fend off. On top of that, Captain Millers squad is diminishing by the minute and all hope seems lost. John gives the order to fall b...

While vs. Whilst

While vs. Whilst While vs. Whilst While vs. Whilst By Maeve Maddox A reader asks: what is the difference between while and whilst? Both while and whilst have been in the language for a very long time. While was in use in Old English; whilst is a Middle English development of while. As conjunctions they are interchangeable in meaning, but whilst has not survived in standard American English. I waited whilst Mugabe delivered what he thought were his pearls of wisdom I waited while breakfast was finished. To the American ear whilst sounds quaint. Some British and Canadian speakers think it sounds literary or old-fashioned, but many British speakers prefer it to while. Here are some quotations from newspapers: Why do flies gather inside a room, whilst bees and butterflies somehow avoid the open door or window? Jill Shimwell, Bebington(www.theguardian.com) has become the first major casualty of England’s World Cup campaign after dislocating his right shoulder while running near the team’s base on the Gulf of Finland. The England manager suffered the injury while jogging (www.theguardian.com) sheriff’s deputies in Kansas who were shot while transporting inmates from a jail to a court hearing on Friday died of their injuries, the police in Kansas City, (www.nytimes.com) agency that takes custody of children separated from their parents, have said that the children will not be reunited while their parents remain in custody. But reunification demands will increase as more parents are released from (www.latimes.com) See Among vs Amongst Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and NumeralsBody Parts as Tools of MeasurementWhen Is a Question Not a Question?

Learn the History of the Swastika

Learn the History of the Swastika The swastika is an extremely powerful symbol. The Nazis used it to murder millions of people during the Holocaust, but for centuries it had positive meanings. What is the history of the swastika? Does it now represent good or evil? The Oldest Known Symbol The swastika is an ancient symbol that has been used for over 3,000 years. (That even predates the ancient Egyptian symbol, the Ankh!) Artifacts such as pottery and coins from ancient Troy show that the swastika was a commonly used symbol as far back as 1000 BCE. Nigel Hicks / Getty Images During the following thousand years, the image of the swastika was used by many cultures around the world, including in China, Japan, India, and southern Europe. By the Middle Ages, the swastika was a well known, if not commonly used, symbol, but was called by many different names: China - wanEngland - fylfotGermany - HakenkreuzGreece - tetraskelion and gammadionIndia - swastika Though it is not known for exactly how long, Native Americans also have long used the symbol of the swastika. The Original Meaning The word swastika comes from the Sanskrit svastika: su meaning good, asti meaning to be, and ka as a suffix. Until the Nazis used this symbol, the swastika was used by many cultures throughout the past 3,000 years to represent life, sun, power, strength, and good luck. Even in the early twentieth century, the swastika was still a symbol with positive connotations. For instance, the swastika was a common decoration that often adorned cigarette cases, postcards, coins, and buildings. During World War I, the swastika could even be found on the shoulder patches of the American 45th Division and on the Finnish air force until after World War II. A Change in Meaning In the 1800s, countries around Germany were growing much larger, forming empires; yet Germany was not a unified country until 1871. To counter the feeling of vulnerability and the stigma of youth, German nationalists in the mid-nineteenth century began to use the swastika, because it had ancient Aryan/Indian origins, to represent a long Germanic/Aryan history. By the end of the nineteenth century, the swastika could be found on nationalist German volkisch periodicals and was the official emblem of the German Gymnasts League. In the beginning of the twentieth century, the swastika was a common symbol of German nationalism and could be found in a multitude of places such as the emblem for the Wandervogel, a German youth movement; on Joerg Lanz von Liebenfels antisemitic periodical Ostara; on various Freikorps units; and as an emblem of the Thule Society. Hitler and the Nazis Heinrich Hoffmann / Getty Images In 1920, Adolf Hitler decided that the Nazi Party needed its own insignia and flag. For Hitler, the new flag had to be a symbol of our own struggle as well as highly effective as a poster. (Mein Kampf, pg. 495) On August 7, 1920, at the Salzburg Congress, the red flag with a white circle and black swastika became the official emblem of the Nazi Party. Hulton Archive / Getty Images In Mein Kampf, Hitler described the Nazis new flag: In red we see the social idea of the movement, in white the nationalistic idea, in the swastika the mission of the struggle for the victory of the Aryan man, and, by the same token, the victory of the idea of creative work, which as such always has been and always will be anti-Semitic. (pg. 496-497) Because of the Nazis flag, the swastika soon became a symbol of hate, antisemitism, violence, death, and murder. What Does the Swastika Mean Now? There is a great debate as to what the swastika means now. For 3,000 years, the swastika meant life and good luck. But because of the Nazis, it has also taken on a meaning of death and hate. These conflicting meanings are causing problems in todays society. For Buddhists and Hindus, the swastika is a very religious symbol that is commonly used. Chirag Badlani shares a story about one time when he went to make some photocopies of some Hindu Gods for his temple. While standing in line to pay for the photocopies, some people behind him in line noticed that one of the pictures had a swastika. They called him a Nazi. Unfortunately, the Nazis were so effective at their use of the swastika emblem, that many do not even know any other meaning for the swastika. Can there be two completely opposite meanings for one symbol? Does the Direction of the Swastika Matter? In ancient times, the direction of the swastika was interchangeable, as can be seen on an ancient Chinese silk drawing. Glenn Waters in Japan / Getty Images Some cultures in the past had differentiated between the clockwise swastika and the counter-clockwise sauvastika. In these cultures, the swastika symbolized health and life while the sauvastika took on a mystical meaning of bad-luck or misfortune. Italian summer camp forming group backwards swastika. Â  De Agostini / Foto Studio Leoni / Getty Images But since the Nazis use of the swastika, some people are trying to differentiate the two meanings of the swastika by varying its direction- trying to make the clockwise, Nazi version of the swastika mean hate and death, while the counter-clockwise version would hold the ancient meaning of the symbol, life, and good luck.

Closing case #1 wireless bikes Study Example | Topics and Well Written Essays - 750 words

Closing #1 wireless bikes - Case Study Example Therefore, technology is able to get right resources to the right place and at the right time (Baltzan, 2014). Hence, the company can comfortably operate in a free environment without being tied to physical location. Providing immediate data Access provides value when mobility permits activities to be conducted at where required. Wireless networks are capable of supporting a broad variety of immediate data access alternatives, from collecting usage data through RFID technologies when driving near a water meter to including complete internet access on mobile device or laptop. The company is able to get a status report as well as other important information on the transaction of the bike. Increasing monitoring and location capability helps in minimizing losses from damage and theft, gathers information from difficulty-to-reach or remote locations, enhances safety as well as makes probable a new wave of customized services. The RFID tags allow the tracking of the bikes from booking to using and returning the bike. LBS devices send storm information from the bike and help in locating it when there is a problem. Improving workflows involves using wireless technology, provides the opportunity for redesigning as well as simplifying those processes for being cheaper, faster, and more responsive. This also helps in eradicating redundant activities, redistribute tasks, and integrate activities and services. The company gets original data as the transactions with bike users go on. Both the user and the company interact freely as well as faster. Providing mobile business opportunities involves offering an advantage of making a purchase through the internet from anywhere, and anytime. In addition, wireless system offers consumers with the capacity to get information as well as order commodities and services faster and with ease employing a mobile device. Providing alternative to wiring occurs as

Purpose and History of Penitentiaries Essay Example | Topics and Well Written Essays - 750 words

Purpose and History of Penitentiaries - Essay Example In tandem with this assertion, it is evident that a prison was rarely used as a type of punishment. The local prisons held men and women, boys and girls, murders and debtors collectively. During that time, prisons were also poorly maintained and were mostly controlled by inattentive prison warders. Most of those held in the prisons died of diseases such as gaol fever (Koritansky, 2011). The most relevant innovation during this time was that buildings of the prototype house of correction. Most of the individuals held in the cells were vagrants, petty offenders, and disorderly poor locals. Before the end of the seventeenth century, they were absorbed in the prison system, and it fell under the control of local justice of peace. The 18th century was characterized as the time of ‘Bloody Code’ and the death penalty faced immense opposition and jurors were declining to give judgments that could lead to the execution of offenders. By mid-18th century imprisonment and hard labor was one of the best types of punishment for petty offenders. Transportation was also used as an approach of disposing of convicted people. However, towards the end of the 18th-century transportation was curtailed, and other sanctions had to be found. Some of the most prominent alternatives were house of correction and hard labor. This led resulted in utilization of prison hulks between 1776 and 1857 (Roth, 2010). In 1777, John Howard harshly criticized the prison system since it was filthy, barbaric and disorganized. This prompted him to call for reforms that entailed installation of paid staff, proper diet, outside inspection among other needs for convicts. However, other penal reformers felt that prisoners need to suffer but it should not grave impacts on a convict’s health. The Penitentiary Act of 1799 elucidated that the gaols need to be constructed for one inmate per cell (Roth, 2010). During the first half of 19th century, there was a watershed in state

Supply Chains Essay Example | Topics and Well Written Essays - 1500 words

Supply Chains - Essay Example Consumers are also inquiring about environmental strategies from the companies since they are aware of the global warming and the ecological matters. Companies will have to explain to the consumers how green their production processes are and how their waste materials are recycled. Supply Chains and networks Supply chains and networks plan is the act of finding and reducing services in the supply chain. In the plan, the mode of transportation, how to look for the market and the nature of the services are determined to provide the best service to the customer at the reduced cost possible. Two plants can produce a commodity and it can be supplied to three different chains before it gets to the customer. The plan offers the most convenient and efficient means to reduce such inconveniences. A good plan improves a company’s supply chain in the following areas Minimized costs Reduced account levels Low transport costs Good asset returns Good and reliable customer service A company e njoys competitive advantage when its goods and services are of better quality and prove to be acceptable by the consumer. A company’s competitive advantage can be determined by - Time- this is when a company can produce and process more goods quicker than the other processes. This advantage improves the profits and the product value. Cost- this is when a company spends less in the processing than the other. Cost advantage occurs where there is a better mechanized procedure and good mechanization which enhance competence. Quality Advantage- this is where a bigger company produces goods with less faults that the substandard ones. A company should ensure that all products of the same brand are of the same quality and result. The quality of the goods or commodities and their delivery is determined by the following factors:- Accessibility of resources When there are readily available raw materials, the cost of fetching for the materials is greatly reduced. Transport costs and the labour cost is greatly reduced. This also affects the quality of the goods supplied and how they are delivered to the consumer. Amount of purchases The amount of purchases a company produces greatly affects the quality and the distribution. A company delivers its products to the consumer depending on the necessity of the goods. Corporate responses Changes in climate have brought concern to business because it presents threats to companies (e.g. oil companies). In the 21st century, environmental dilapidation cost of materials and energy rise, in search of economic development have turned out to be clearer. Increased greenhouse emissions, destruction of the ozone layer and forests prove that there is a problem. Figures from the World Bank have shown that poverty has risen and many people live on fewer than 2 dollars each day (Wilsner 2011). This shows that issues of consumer options and control have been neglected. It is now the main challenge for humanity to find reasonable and susta inable behaviours to manufacture survive and consume. In 1992 a corporate, Rio Earth Summit assumed search of sustainability as its main aim. The challenge is to turn the goals into reality in the wake of hostile atmosphere and the global economy (Branch 2008). Social and ecological issues have been key hindrance to companies marketing their goods. The key issues in a supply chain management include- The planned

European Integration Research Paper Example | Topics and Well Written Essays - 2750 words

European Integration - Research Paper Example The Second World War had ended in 1945 and the effects were devastating. The economies were shattered, there was resentment against the enemies, people died etc. Generally, the outcomes of the war were negative. Therefore, there was a need for reconciliation and this need was able to bring forth the idea of European integration. The national governments saw that the enmity that had taken them to war had to be buried with the end of the war and forge new relations through integration and union. This was a rational choice in deed. The idea of European integration, in turn, led to the formation of the European Council in 1949. The University of Zurich Speech offered by Winston Churchill in 1949 called for the creation of the United States of Europe through the institutionalization of the Council of Europe (Wendell, 1998). This speech called on the European states to make rational choices and integrate their efforts to the formation of the European Council. The Council’s main achi evement was seen in 1950, exactly one year after inception when it held the first European Convention on Human Rights where the European Court of Human Rights was formed and stationed in Strasbourg. This court was to be the major de facto Supreme Court for both the human rights and fundamental freedoms throughout the entire Europe. Other institutions that have since been conceived under the European Union have been the Committee for the Prevention of Torture and the European Social Charter which help protect the human right throughout Europe. (Cini, 2007: pp86-89). It is important to note that the European Council holds most of its conventions which are mostly focused on the achievement of legal integration. The legal integration is possible through conventions on legal assistance on issues such as corruption, doping in sports, money laundering and internet crimes among other legal issues. There has also been cultural cooperation under the council. For instance, the 1954 Cultural Convention and other subsequent conventions which focused on issues such as university studies and diplomas as well as the development of minority languages was a clear demonstration of Cultural integration and cooperation. The member state had to cooperate to support this initiative of cultural integration under the umbrella of the European Coun

Environmental Science Lab IP 5 Essay Example | Topics and Well Written Essays - 250 words

Environmental Science Lab IP 5 - Essay Example This is deposited at the bottom of the lake bed and then undergoes decomposition, yielding nutrients such as phosphorus and nitrogen that then accelerate the growth of algae species (Vanderploeg, et al., 2001). Using MUSE, the numbers of phytoplankton, zooplankton, Cladophara, Foraging fish and Lake Trout were recorded at intervals of 0, 4, 7, 10, 13, 16 and 20 years after the introduction of the Zebra and Quagga mussels to the ecosystem. The recorded results showed that the population of the Zebra and Quagga mussels, as well as the Cladophora biomass increased rapidly from 0-13 years. It then decreased in the subsequent years (16-20). Conversely, the populations of phytoplankton, zooplankton, Foraging fish and the Lake Trout decreased from 0-13 years, and then increased afterwards. The results showed that between 0-13 years of introduction, the population of the Zebra and Quagga mussels increased and that of the phytoplankton reduced since the mussels feed on the phytoplankton. The reduction of the phytoplankton population led to a reduction in the populations of the species that come next on the food chain (zooplankton, Foraging fish and Lake Trout). The biomass of Cladophora algae rose like that of the mussels rose because of the increase in nutrients such as nitrogen and phosphorus due to decomposition of pseudofecal matter. The population of the mussels rose up to the point where the available phytoplankton could not sustain their survival, resulting in a large number dying off. This led to a subsequent drop in the biomass of Cladophora algae because of the reduction in the amount of nutrients available. As the population of the mussels dropped, there was a slight increase in the population of the phytoplankton. This lead to a subsequent rise in the population of the species dependent on it both directly and indirectly. Benson, A. J., Raikow, D., Larson, J., & Fusaro, A. (2012, 06 06). Dreissena polymorpha (Pallas, 1771).

European Integration Research Paper Example | Topics and Well Written Essays - 2750 words

European Integration - Research Paper Example The Second World War had ended in 1945 and the effects were devastating. The economies were shattered, there was resentment against the enemies, people died etc. Generally, the outcomes of the war were negative. Therefore, there was a need for reconciliation and this need was able to bring forth the idea of European integration. The national governments saw that the enmity that had taken them to war had to be buried with the end of the war and forge new relations through integration and union. This was a rational choice in deed. The idea of European integration, in turn, led to the formation of the European Council in 1949. The University of Zurich Speech offered by Winston Churchill in 1949 called for the creation of the United States of Europe through the institutionalization of the Council of Europe (Wendell, 1998). This speech called on the European states to make rational choices and integrate their efforts to the formation of the European Council. The Council’s main achi evement was seen in 1950, exactly one year after inception when it held the first European Convention on Human Rights where the European Court of Human Rights was formed and stationed in Strasbourg. This court was to be the major de facto Supreme Court for both the human rights and fundamental freedoms throughout the entire Europe. Other institutions that have since been conceived under the European Union have been the Committee for the Prevention of Torture and the European Social Charter which help protect the human right throughout Europe. (Cini, 2007: pp86-89). It is important to note that the European Council holds most of its conventions which are mostly focused on the achievement of legal integration. The legal integration is possible through conventions on legal assistance on issues such as corruption, doping in sports, money laundering and internet crimes among other legal issues. There has also been cultural cooperation under the council. For instance, the 1954 Cultural Convention and other subsequent conventions which focused on issues such as university studies and diplomas as well as the development of minority languages was a clear demonstration of Cultural integration and cooperation. The member state had to cooperate to support this initiative of cultural integration under the umbrella of the European Coun

Review article Example | Topics and Well Written Essays - 250 words - 2

Review - Article Example Consequently, the authors show how circadian rhythm is produced by the donor tissue and not a consequence of spontaneous recovery of function. The title, a diffusible coupling signal from transplanted superchiasmatic nucleus controlling circadian locomotor rhythms, is adequate in describing the content of the article. It contains the entire content that is discussed in the article. From the article, the authors’ goal is to show that transplanted SCN can sustain circadian activity rhythms by diffusible signal means. The fact that transplant of SCN restore circadian activity rhythms to ablated animal SCN has motivated the research and discussion in the paper. The other factor is that coupling nature of signals from grafted SCN is unknown and presumed that re-establishment of appropriate synaptic connection is required in functional recovery. In conclusion, the findings showed that neural afferents are essential for circadian rhythmicity. Additionally, it shows how circadian rhythm of SCN can be relayed to targets. Further, the results demonstrate that diffusible signal is sufficient to rhythmicity restoration. The finding in the paper is significant as it demonstrate how diffusible signal is sufficient in rhythmicity

Early Childhood Curriculum and Methods Essay Example for Free

Early Childhood Curriculum and Methods Essay Creative Curriculum is probably the most effective curriculum that would appeal to every type of child. With this curriculum, every activity can be altered to fit the needs of each individual child, rather than a certain type of child or children. The Waldorf approach to learning goes hand-in-hand with the Creative Curriculum. They both suggest that learning should be fun and filled with interesting activities that will keep the children engaged in the learning process. This curriculum and approach is perfect for Pre-K children. At this age, the children are getting familiar with the education process and their first impression on learning will stick with them for life. If this is so, why not give them an impression that is filled with good fun and learning, all in one? The Waldorf approach and Creative curriculum support the learning process by promoting movement and allowing the children to be free to explore their surroundings and learn from their experiences. Pre-K children are constantly moving around and being curious about things around them, therefore, Creative curriculum give the teacher a guide of what types of activities to prepare and what affects they will have on the children. â€Å"The curriculum includes information on children’s development and learning, classroom organization and structure, teaching strategies, instructional goals and objectives, and guidance on how to engage families in their children’s learning.† (What Works Clearinghouse) â€Å"Steiner believed the purpose of education was to allow children the freedom to develop their inner potential. He also believed that learning should be driven by childrens interests and questions.† Children should be allowed to freely choose their own activities as their interest is stimulated and curiosity sets in. If the children are engaged in such activities that they choose on their own, learning would be more fun. The children get the chance to investigate, problem-solve, and trouble-shoot on their own. With all of this independence, the children should always be encouraged to seek assistance when needed and assistance should be accessible as soon as it is asked for. (Jaruszewicz) The classroom is designed to be intriguing and attention-grabbing to the children to get them enthused about learning. The setup of each area and the materials in each area will contribute to the children’s learning in ways unimaginable. The materials are to be rotated, preferably on a weekly basis, to decrease the chances of boredom. Items should be bright and colorful and should be open-ended, such as paints, clay, and blocks. The classroom must be arranged in a way that respects each individual area and their purposes. Quiet, calm areas, such as Reading, Computer, and Science, should be around each other. Noisy, active areas, such as Blocks, Music, Dramatic Play, and Art should be arranged near each other. Spacing is also important when the children are in the areas. There should always be adequate spacing to allow the children to move freely without knocking over objects and causing harm to themselves or anyone else. Toys in the classroom should stimulate the children’s interest and be used as reference to indirectly teach life skills. Toys such as building blocks, beads, wooden trains and cars, and peg boards are fun for the children, and at the same time, they help the children strengthen everyday muscles that will be used in their everyday lives. â€Å"Objects have always played a role in educating children, but the concept of an educational device or toy to instill specific lessons is only about three hundred years old.† (Ogata) â€Å"Like the concept of the toy, notions of play, creativity, and childhood have been knit together as a modern construction. Embedded in historical and philosophical discussions of play, creativity has had close links with a belief in the positive effects of the human imagination.† The types of objects, or toys, which are stationed in the areas, will help to draw attention to the activities and reel in the children to engage in them. The use of technology has also been incorporated in the school system. Computer tablets and various educational software are used to help the children learn, too. Some children are familiar with different technology from the home environment and their interest is in the computer programs. (Ogata) Dramatic play in highly encouraged and the children should be provided with materials that reflect the home environment as much as possible. It is in the dramatic play area where teachers would most likely get familiar with the children as individuals. For some reason, the children â€Å"open-up† in this area than any other area. Children act out things they may have seen on television or in the home. They also pretend a lot in the dramatic play area. They may pretend to be a chef, cooking a great meal, a waitress, bringing someone some food, or maybe even a cashier, counting money and giving change. â€Å"Children love to move. Movement is a part of their lives from the very moment they are born. Children obtain joy and happiness through movement. There are many reasons for providing opportunities for children to move. It has been shown that prime learning and growth comes by and through movement (Andress, 1991). Movement is the primary form of expression from a childs earliest days. Even when speech becomes the major vehicle for expression, a child still falls back on gesture and movement for nuance and emphasis. It is through movement that the child very often finds the only means to manifest deeply felt emotions (Liselott, 1991). A preschool childs primary means of communication is through movement. Movement is both functional and meaningful. Children use movement instinctively, expressing their feelings, thoughts and desires through their bodies, in ways that are spontaneous and imaginative (Taylor, 1975). Creative movement promotes growth in many areas of development, including the physical, mental, social, and emotional. It allows children to develop creative thinking, problem-solving skills, and motor skill abilities. The effects of movement naturally overflow into other aspects. Stimulation of these skills and abilities allows children to apply them to the learning of other subjects (Clements, 1995; Gilbert, 1992; Pica, 1990a, 1997, 2000).† (Wang) The curriculum should include activities that present the opportunity for each child to participate and be included in them. Because children move around so much and enjoy it, it only makes sense to include movement into the areas to enhance learning. For Math, an activity that allows the children to move and learn would be very successful, such as â€Å"Hop-Scotch†. It can be played with shapes, numbers, or colors. In the Science area, the children can be engaged in some outside play that allows them to investigate the weather and nature, such as kite flying or simply let the children pretend to be the wind. They can also stand still and see if the wind is strong enough to blow them out of their spot and then try to run against a strong wind. A Reading activity that would be beneficial to the children would be to toss bean bags on target letters and make the sound of the letter when the bean bag lands on it. To enhance the learning, the letters can then be exchanged with sight words. For fine Arts, the children can use different objects to paint, such as spray bottles, water balloons, eye droppers, sponges, and their body (hands and feet) to create works of art. Children should not be restricted to simply using paint brushes to express their artistic interests. They may even think of things on their own to paint with. The teacher in the classroom is expected to be engaged in the activities, as well. Many children adapt to situations by seeing someone else go through them. By having the teachers model the activities for the children and explain as he/ she goes, the children receive a visual note of the activity, as well as an auditory note. The teacher helps to set the tone for the classroom, so if the children see the teacher enjoying activities and having fun, the chances of the children wanting to get involved in it would increase greatly. Parents play huge parts in the children’s education, too. Without the additional help from parents, the teachers’ jobs are far more strenuous than if there were cooperating parents helping the children to further their education through activities that have been expanded to the home environment. The teachers and parents work together to keep the children interested in learning and also lets the children know that they have support when needed to help them. The teacher and the parents can collaborate to enhance the children’s learning experience by having the teacher send home material and suggestive activities that coincides with the curriculum for the month. Daily, or perhaps weekly progress reports can be sent home to fill in the parents about what their child/ children have learned, will be learning the following day or week, and what the parents can do to help out. Maybe once a month, there could be parent meetings or training to give the parents some support about their child/ children’s education and how they can help out. Using the Creative curriculum and the Waldorf approach would help to make the children’s learning experience fun and allow them to express themselves creatively and learn at the same time. By incorporating interesting activities and providing materials that spark the children’s interest and allow them to manipulate them and explore them on their own, the children’s learning experience will be very pleasant and one to remember. Jaruszewicz, C. (2012). Curriculum and methods for early childhood educators. San Diego, CA: Bridgepoint Education What Works Clearinghouse, (. (2009). The Creative Curriculum[R] for Preschool. WWC Intervention Report. What Works Clearinghouse Hargreaves, J. (2008). Risk: The Ethics of a Creative Curriculum. Innovations In Education And Teaching International, 45(3), 227-234. Almon, J. (1992). Educating for creative thinking, the Waldorf approach. Revision, 15(2), 71. Wang, J. (2003). The Effects of a Creative Movement Program on Motor Creativity of Children Ages Three to Five. Amy F. Ogata. Creative Playthings: Educational Toys and Postwar American Culture. Winterthur Portfolio , Vol. 39, No. 2/3 (Summer/Autumn 2004), pp. 129-156. Published by: The University of Chicago Press on behalf of the Henry Francis du Pont Winterthur Museum, Inc. Article DOI: 10.1086/433197. Article Stable URL: http://www.jstor.org/stable/10.1086/433197

Needs in Geriatric Support

Needs in Geriatric Support Maria Theresa O. Seguerra 12000636 INTRODUCTION: We do not have any control over our health and ageing. Many believed that we are all masters of our own destiny especially with how well we look after ourselves and how well we age (Nelson, 2013). In this assessment, we are tasked to recognize and carefully look into the support needs of older adults suffering from geriatric health conditions most especially those with dementia. Furthermore, we are required to weigh the good side and the undesirable impacts of pre- conceived judgments and myths related to dementia and other common geriatric health conditions on patients and their families, individuals, and teams in the organisation and the whole of the said organisation. Lastly, it is necessary for us to be able to know and endorse various ways to support, lessen or diminish the negative influences of dementia and other common geriatric health illnesses on clients and their families, individuals and teams in the organisation and the entire organisation as well. TASK 1 Five Geriatric Support Organisations Age Concern NZ This organization supports older adults with feelings of loneliness and alienation. They provide accredited visiting services to comfort geriatric clients an hour per week for them to enjoy social talks, share common interests and do fun activities together with the support service volunteer. Also, this group caters free and private services concerning elder abuse and neglect prevention all throughout New Zealand. They help older people to feel happier, healthier and protected. In addition, help is always available to up keep and maintain the older client’s well-being in all aspects of life such as giving tips and advices whether or not to move out from their places, the appropriate places for them to stay, home support services, and helping out with housing repairs and maintenance. Lastly, this support organisation extends an extra mile to help older people decide matters regarding money. Most frequently asked questions with what to do with their money and properties are answered by this support group (Age Concern New Zealand, 2014). ElderNet This support group offers up to date, significant and detailed information for older people in New Zealand. The site contains a wide database of directory and details about retirement villages, lifestyle villages and living, home help services, residential care, private hospitals, dementia care, rest homes, public hospital and all sorts of third age services for older adults (Eldernet ltd, 2015). Grey Power NZ This organisation supports the voice of all NZ citizens who are in their 50s and over. This group helps in health promotion and maintenance of well- being of the citizens who are 50 and above (Grey Power NZ, 2015). Seniorline This offers help to old people in deciding about staying home, retirement villages, home care, day care and rest homes. In addition, this group offers services that easily direct elderly people of New Zealand through the healthcare system (Auckland District Health Board 2000-2004). SuperGold Card This special type of card is for seniors and veterans of New Zealand. It includes big discounts and concessions such as free public transportation in appreciation for the older people’s contribution to the country. This card is even accepted in Australia in cases when elderlies travel to that country (Ministry of Social Development, 2015). Six Service Provisions Residential Care This refers to a long term care given to elderlies in a residential setting rather than in their family home. This includes rest home care, continuing care, respite care, dementia care. There is a criteria given for people to enter residential care settings contracted by the DHB and these are: Assessment by a DHB or DHB NASC must be done as to whether the person’s needs are considered as high or very high needs which are irreversible. They should be assessed as persons who can no longer be supported by the family or within the community. The person must be aged 65 or over; or aged between 50 and 64, unmarried and with no dependent children. Lastly, the person must be entitled for a publicly funded health and disability services, must be New Zealand citizen, or permanent resident otherwise, they are personally liable to pay the full cost of their care (Ministry of Health- Manatu Haouora, 2014). Domiciliary care This type of service provision is given to older people who still live independently in their homes yet needing personal help and assistance in their activities of daily living because their needs are assessed to be moderate or high (Northern Health and Care Trust, 2013). Sheltered housing This service provision caters to older people who still wants to live semi independently. They are provided with self- contained flats or bungalows with wardens on site or off site. Although they live on their own, they still receive proper personal care and meal provisions are available to them (Age UK Group, 2015). Memory Services This offers accurate screening and problem- solving service to older people who are suffering from mild memory problems. Their purpose is to boost the independence of elderlies with memory difficulties. Also, this service provision caters support and in depth advice to clients and carers as well as suggestions on proper medications to be taken, memory aids, referrals to other agencies that work with people with memory problems (Health Point, 2004- 2015). End- of- life support This provides holistic comfort and support as well as social support to people who are suffering from a dying and advanced illness. NURSING HOMES Suitable for long term care especially in the later stages of dementia. Most patients will necessitate 24 hours medical care and management. Most common services provided by nursing homes are helping with their basic personal cares such as showering, toileting and such, assisting and monitoring their daily intake of prescribed medications, providing recreational activities to them and providing special provisions by health care professionals like the podiatrist, hair dresser, occupational therapist, physio-therapist. TASK 2 A stigma is a pre- perceived thought attached to a person’s personality and character that usually seen as a drawback in society. Most people experiencing dementia have not gotten away from this society’s humiliation, the families and loved ones of these demented clients are the ones who are mostly affected by this and they are in constant battle with this dilemma. The following are some of the stigmas identified: Social isolation of the individual and their family As dementia advances, it becomes harder for the family to cope up with this illness. The gradual transition of the client makes it more difficult for the loved ones to handle this pressing issue especially when depression breaks into the person’s emotion which usually adds up to the feeling of isolation and when they will come to realize that they are more of a liability to the family now than a provider. Management: They should be encouraged to participate in recreational activities such as art classes, van trips and concerts. Inform the family that the client needs constant visits from them so they would not feel alienated. Allow the elderly to do their activities of daily living independently. Respect their decision if they refuse to ask help from the health providers in doing their personal cares. Assumption of automatic loss of independence This stigma can elicit and stir enormous resentment, feelings of worthlessness and depression due to the reason that they can no longer bring out even the simplest tasks to be done and are not able to comprehend the complex tasks anymore. Management: Encourage them to participate in all sorts of activities to make them realize that they still are capable of doing things on their own. Allow them to seek advices from therapists to boost their self- worth and pride. In assisting them to do physical activities, make sure the health provider should be realistic enough as to how much activity can be done at one time. Unable to make decisions about own care As this irreversible illness progresses, the cognitive aspect of the person with dementia gradually deteriorates as well. Simple personal tasks can be hardly carried out by them such as bathing, toileting, washing and even eating can even be a hassle for them. Such minor things can be forgotten resulting to poor personal hygiene, malnutrition and at risk for all sorts of injuries and accidents. Management: Offer them choices of food to eat and monitor their weights weekly if possible. If disturbing changes are noted, always give them fortified drinks mixed with their food and or daily supplemental drinks to take. Respect their clothing preferences but make sure you see to it that what they chose to wear is appropriate for the day. Always be there to assist them and let them do what they want to do so as to promote independence. Always allow them to participate in simple tasks. Dissatisfying interactions with the medical community The healthcare providers are those people who deal with the demented clients the most thus they play the very critical, and significant role in this aspect. In order to keep track of the proper treatment given to the client, the family should: Constantly keep in contact with the service providers to be able to be informed of the client’s progress and changes, and whether the level of assistance has changed from the time they were admitted to the facility or has it improved in time. Make it sure that the client’s carers are well- trained and well equipped with knowledge and skills so as to bring about the best care expected to the demented client. Uncertainty of support services and treatments There is no such thing as cure for dementia and if by chance any treatments can be found to reverse the illness, many would surely support this cure and become part of the solution. Management: As a healthcare provider, always keep the family informed of the support services that can help with the demented loved one. Many health professionals work well along with people suffering from this illness. Although treatments have not been found yet, always communicate to the family the facts and share accurate information regarding the disease so as to avoid misconceptions regarding the illness. Also, let the family know that it is always important for the demented client to stay involved in meaningful relationships and activities. References: Nelson, S. (2013). How to age well (1st edition). South Carolina, USA. A+ Links Home Health: DAY ASSESSMENT Auckland City Memory Service : Healthpoint. (n.d.). Retrieved from http://www.healthpoint.co.nz/public/community/a-links-home-health/day-assessment-auckland-city-memory-service/ Domiciliary Care. (n.d.). Retrieved from http://www.northerntrust.hscni.net/services/352.htm End-of-Life Care National Cancer Institute. (n.d.). Retrieved from http://www.cancer.gov/cancertopics/factsheet/Support/end-of-life-care Home | Carers NZ. (n.d.). Retrieved from http://www.carersair.net.nz/ Residential care questions and answers | Ministry of Health NZ. (n.d.). Retrieved from http://www.health.govt.nz/our-work/life-stages/health-older-people/long-term-residential-care/residential-care-questions-and-answers Sheltered housing | Housing choices | Home care | Age UK. (n.d.). Retrieved from http://www.ageuk.org.uk/home-and-care/housing-choices/sheltered-housing/

Heinz Halms Shia Islam: from Religion to Revolution Essay -- essays

Heinz Halm’s â€Å"Shi’a Islam: From Religion to Revolution†   Ã‚  Ã‚  Ã‚  Ã‚   In his 176-page volume, the leading German Islamist, Heinz Halm is able to trace the roots of the Iranian Revolution back throughout the history of the Shi’ism. Contrary to many western thinkers and Iranian militants, Halm feels as though Shi’i Islam’s character was not inherently revolutionary, but that the transition to revolution marked a milestone and a watershed in the history of Shi’i thought and history. The title of his book, â€Å"Shi’a Islam: From Religion to Revolution† really synopsizes Halm’s point quite adequately. Heinz Halm is currently a professor of Islamic Studies at the University of Tubingen and is the author of numerous other works on Sunni Islam, Shi’ism and Isma’ilism. Some of his works include: â€Å"The Empire of the Mahdi†, â€Å"The Rise of the Fatimids†, and â€Å"Shi’ism†.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Shi’a Islam: From Religion to Revolution† is broken up into three sections, which play their respective parts in relaying Halm’s message. Part 1 deals directly with the origins of Shi’ism and is labeled â€Å"The House of Sorrows: The Twelve Imams.† In this section Halm attributes Abu Miknaf’s report of the Campaign of the Penitents or tawwabun to be of the key documents that allows us to understand the emergence of early Shi’ism. Halm went as far as to say that Abu Miknaf’s text and, therefore what is related in it, â€Å"already demonstrated all the essential elements that characterize the Shi’i religion today.† He went on to say that the â€Å"self accusations of the partisans†¦peaked in acknowledgement of their own shame and their desire to atone for this (the massacre at Karbala) with death.† Halm’s thesis in this section is that self-sacrifice characteristic of the Shi’is was exemplified, and even developed in this march of the tawwabun. And, this particular characteristic was politically instrumentalized during the revolution of 1979 and during the war with Iraq. Further, Halm traces the non-political character of the following Imams, especially Ja’far Assadiq. Halm further delves into the roles that the Fourteen Infallible Ones played in Shi’i theology, and as well the significance of the Occultation of the Twelfth Imam. He expresses that with the absence of the Twelfth Imam there was a lapse in the duties of the Imam, which over time had to be taken over by ‘ulama. ... ...ut the monopolistic position of the mujtahids and their claim to be emulated by their followers. Eventually the Akbaris would fade out into the periphery and by the nineteenth century the Usulis managed to gain widespread acceptance throughout the Shi’i world, and Halm claims that it had a key impact in transforming the role of the ‘ulama. The transformation, however, that Halm refers to occurred in the hands of Khumayni and Ali Shari’ati who managed to develop a â€Å"modern revolutionary ideology wrapped in traditional Shi’i images and symbols.† Shari’ati and his fellow idealogues, Halm claims, were guilty of dismissing fourteen hundred years of history and their goals were inherently very ahistoric and utopian. The de-ritualization of the ‘Ashura customs and elimination of the eschatological expectations of the Mahdi were responsible in transforming the Shi’i doctrine into a revolutionary ideology. Halm concludes by saying that revolutions do not develop from religious causes, but have political, economic and social triggers. And, like all modern revolutionary movements, the Iranian Revolution played upon a manipulated re-writing of history to benefit the momentum of the movement.

Ethics of Designer Babies Essay

I believe that it is unacceptable to reproduce genetically designed babies, unless it is to prevent disease or disability. Genetically designing babies can be used in many different ways. You can choose their hair and eye color, their IQ, and their special talents. People are beginning to predispose their children to be whatever they think they should be. Some want their children to be superstar athletes, while others want the next Beethoven. Others want their children to be just as they are. A deaf lesbian couple wanted to have a deaf child. Their friend donated the sperm and they asked the geneticists if it were possible to create a deaf child. A few months later, the child was born as a fully deaf baby. I believe that it is wrong to intentionally harm a fetus by giving them a disability or disease. It prevents them from living a fully functional life. If a couple were to research or visit a gene therapist, and they determined if the couple were to have a male child, the child would most definitely be born with a heart defect and would only live a few years, but if they had a female child that she would be perfectly healthy, then it is okay to provide the family security by enabling them to have a female child. By doing this, they are preventing a disability or disease. If the couple has four boys and intentionally says â€Å" If I am having a male, I want an abortion. † then that is completely immoral. In one book, Choosing Children, It asks the question: â€Å"People use antenatal or pre-implantation genetic diagnosis to have a child without disability. Is this a form of eugenics? Is it a part of a slide toward what the Nazi’s did? † . I believe that it is a form of eugenics. We are bettering the society by providing fully functional human beings. Nazi’s weren’t trying to prevent a disease or disability, they were worried about the physical features of the Jewish descent. Another book, Disability and Genetic Choice, asked if it were okay to have a Down Syndrome test. I believe that it is okay to have the testing as long as it is not the determining factor in terminating a pregnancy. This gives the parent(s) a chance to prepare themselves and be educated or give them a chance to arrange an adoption. I draw the line of designing babies at preventing disability. It is unnecessary to chose a babies hair or eye color. Just because they have a certain hair or eye color does not mean that they will be treated or act differently in society. Every genetic change has a downside, so while creating a child that is an athlete by making their uscles work harder, it is causing their heart to weaken a lot faster than someone who was not â€Å"designed†. Genetically â€Å"strengthening† babies can provide a family with a piece of mind that they will have a healthy child. Although many people want to chose how their children may look or act, having a healthy, functioning, strong child will triumph over how they may look or act. Before one thought that he could genetically design a child, In Vitro Fertilization (IVF) came about. IVF then paved the way for preimplantation genetic diagnosis (PGD) and preimplantation genetic selection (PGS). PGD is the process in which the doctors screen the embryos to see if any genetic disorders are present. Many of the disorders that are screened are life changing, disabling conditions. PGS is the process in which they â€Å"hand pick† the embryo without any genetic disorders and implant it back into the mother. This is the first red flag many people see in how genetically designed babies came about. This may be the only (mostly) uncontroversial part of genetics and IVF. The only ones who criticize this are those who believe that life starts at contraception. I believe that this is okay to do since it promotes bettering ones life, but this is where the line should be drawn. Another technique that is often used along with this is gender selection. The only reason I believe that it is morally correct to choose a baby’s gender is preventing disease. For example, if all the women in the family die from breast cancer, or cervical cancer by the age of 40, then it is morally acceptable to want to increase the chances of having a male child. If the only reason one wants to have a certain gendered child is for convenience then it is unacceptable. Also along these lines comes having a child to better another child’s life. Like in the book, My Sisters Keeper, the older sister was dying from a rare cancer, and the parents only choice to keep her alive was to have another child to use as â€Å"spare parts†. I believe that this is done with good intention, but it is not ethical. An article, Designer Babies: Eugenics Repackaged or Consumer Options, discusses one child being sick and his brother gave him his red blood cells before he was even born, and the sick brother was cured. They questioned this process: â€Å"Is this the beginning of a slippery slope toward â€Å"designer† or â€Å"spare parts† babies, or is the result that there are now two happy, healthy children instead of one very sick child a justification to pursue and continue procedures such as this one? †. This is the exact question I would expect anyone to ask. Although there are miracles, and high percentage rates that if a child would receive particular â€Å"parts† from a sibling then they can be cured, but there are mistakes and the unfortunate occasions where it does not work. This puts the healthy child at risk and causes them to go through unnecessary pain. I believe that the risks may outweigh the benefits in many cases. The child conceived or â€Å"designed† to better the other child’s life is just as much human as the sick `child, therefore, it is their human right that they shall be treated just as any other human being. The other ethical position would likely believe that it is the parents choice to do as they please, in means, to their children. The article The art of medicine: Designer Babies: choosing our children’s genes, discusses the absurdity of the parents to not want the best for their children. This is shown in the following statement from the article: â€Å" †¦. That is exactly what parents are supposed to do. To get our children to be healthy, well mannered, intellectually curious, and well behaved, we control what they eat, have them vaccinated, teach them manners, read to them, and discipline them when they misbehave. It would be absurd for a parent to say, â€Å"I never attempt to influence my children’s development. I just love them for who they are. † Thus, it is not influencing our children’s traits that is objectionable, but rather the means to accomplish this, that is, choosing their genes. † . This statement is true, in fact, its absolutely correct for one to think in this manner. But it is the lengths that parents go to ensure that their child will be perfect that is unethical. Although parents should shape their child’s live to be well behaved, healthy, and curious, it is up to the children to decide who they would like to be, and not be predisposed to be something in particular. The topic is so controversial, the same article that believes it is ethical to genetically design babies, The art of medicine: Designer Babies: choosing our children’s genes stated that: â€Å"A more serious objection stems from the idea that people who want to choose, in advance, the traits their child will have, and are willing to spend so much money to get a child with certain traits, demonstrate a kind of desire for perfectionism that seems incompatible with being a good parent. An insistence on having a child of a certain sort, whether a musician or an athlete or a politician, amounts to parental tyranny. †. This is also true, the idea that a parent would spend significant amounts of money to sustain perfection is ridiculous. Parents have the right to want their children to be almost â€Å"perfect† but it is their job to teach them the right way to live. By spending all of their money to ensure perfection, they are almost cheating at being a parent. Another objection to â€Å"designer babies† would be genetically designing perfect children can create a social gap in society. The art of medicine: Designer Babies: choosing our children’s genes stated that: â€Å"†¦this would exacerbate social differences and the gap between rich and poor. I seriously doubt that genetic interventions would have more of an influence than existing causes of inequality, such as rotten neighborhoods and lousy schools. In any event, prebirth genetic enhancement could be used to combat social inequality, by giving children from disadvantaged backgrounds a leg up. †. How would you tell a child the reason they aren’t as smart or as attractive as some of the other children is that they don’t have special enough blood or genes? There is already enough separation in our society. Not only rich and poor, but jocks, musicians, geeks, race, sexuality and many other groups also exist in schools. How would one like to hear of one of the new cliches in school, the â€Å"enhanced children†? I can’t imagine how it would feel to be one of the children whose parents couldn’t afford to have them â€Å"custom made†. Eventually weak and poor individuals would be terminated using this new technology. Weak children would all eventually be used as spare parts to the sick children that have been genetically designed. Parents would have children just to benefit an already existing child, and once the child was cured, the spare parts child would not have any use. Parenting would also be a thing of the past. Parents wouldn’t have to worry about teaching their children the correct ways to function in society, their children would already be predisposed to be perfect and act the correct ways. Instead of moving forward in society and technology, technically we are reverting back to the days of Hitler. Hitler terminated all the individuals that he believed were lesser human beings. The act of Hitler terminating Jewish descent individuals and the act of genetically designing babies is all in the search for perfection -the perfect human being.

John Locke Biography Essay

John Locke was born on August 29, 1632, in Wrington, Somerset, England. He went to the University of Oxford, where he studied medicine. After college he became a philosopher; writing and speaking on topics, such as political philosophy. His father was a country lawyer and was in the military, he served as a captain during the English civil war. John Locke was one of the Whig party founders, this party pushed for constitutional monarchism. He also wrote two books that were published in England; Two Treaties of Government and his Letter Concerning. Toleration while he was in exile in Holland, due to a failed assassination attempt on King Charles II and his brother. Two Treatises of Government showed his revolutionary ideas concerning the natural rights of man and the social contract. Both of these concepts stirred waves in England, and impacted the intellectual underpinnings that formed the later American and French revolutions. John Locke’s liberal politicalviews were verydifferent and were unheardof at the timein Great Britain. He believed that it was wrong for agovernment to force its subjects to conform to a particular religion. Locke said that religious beliefs are a private concern and that they are not a proper subject for government interference. Locke also believed in natural rights which he usually referred to as, â€Å"life, liberty, andproperty†. Hestated that these rights a person may surrender or forfeitby attacking others, but no one can simply take them away. If the government begins to violate these rights by depriving its subjects of life, liberty, and property, then the people have a right to overthrow the governmentand establish a new one. Lockealso believedthat people can consent to create and obey only a limited or constitutional government. Locke’s views on practicing religion freely later influenced the creation of the American Declaration of Independence. John Locke 3 Early in his medical studies, Locke met the Earl of Shaftsbury. The two became friends and Shaftsbury soon persuaded Locke to move to London and become his personal physician. As Shaftsbury’s power grew, so did Locke’s responsibilities. He assisted in his business and political matters and eventually Locke became his secretary of presentations. Shaftsbury had a very heavy influence on Locke’s political career and many of his radical thoughts. Shaftsbury left an outlook on rule and government that stayed with Locke for the rest of his life. After reading about much of Locke’s life it is easy to see that he was very liberal and believed in the people having powers and freedoms that, at the time, were unheard of. John Locke’s philosophical political ideas and writings have greatly contributed to the freedoms we enjoy today in the Western part of the world. BIBLIOGRAPHY John Locke. (2014). The Biography. com website. Retrieved 01:12, Sep 21, 2014, fromhttp://www. biography. com/people/john-locke-9384544. Ball, Terence, and Richard Dagger. Political Ideologies and the Democratic Ideal. 8th ed. New York: Longman, 2010. Print. John Locke 4 Table Of Contents Page 1: Title Page 2: Table of Contents Page 3: Biographical Background and Political Views Page 4: Connections and Conclusion John Locke 5 Page 5: Bibliography.

Physical Activity and Childhood Obesity

As people age the knowledge and experiences they gain in life may help shape their daily decisions. Adults are often more conscientious of the benefits physical activity has on their bodies and their health. With the growing popularity of video games, the distraction of television and the fast paced lifestyles many people are now living, children are being greatly affected. The result of children being more sedentary in current times has led to a greater prevalence of child obesity in society.In order to combat this issue it is imperative that children partake in physical activity. Children learn by example and the involvement the schools, communities and parents have with the child helps shape their outcomes in life. There are several factors that may contribute to childhood obesity. In an article on Children’s Physical Activity and Obesity it states that; â€Å"[†¦] the effects of parenting, the home environment, and developmental and psychological factors on diet, obe sity, and physical activity have received significant attention† (Luisa Franzini, PhD, 2oo9).From this attention, new research and developments are achieved. The number of children who experience overweight is growing at an alarming rate in recent times. According to an article on overweight and obesity, 1 out of 3 children are considered overweight or obese (Kids Health, 2009). Research has shown that overweight and obesity leads to health issues, some of which can be fatal. Moreover, the CDC states; â€Å"Obese youth are more likely to have risk factors for cardiovascular disease, such as high cholesterol or high blood pressure.In a population-based sample of 5- to 17-year-olds, 70% of obese youth had at least one risk factor for cardiovascular disease† (Healthy Youth, 2010). Further, experiencing overweight in childhood presents a greater possibility of experiencing overweight in adulthood. According to the CDC, obese youth are more likely to become overweight adults , and therefore more at risk for associated adult health problems, including heart disease, type 2 diabetes, stroke, several types of cancer, and osteoarthritis (Healthy Youth, 2010).A positive outlook on afore mentioned statistics is that these health issues can be prevented by adapting a proper diet and engaging in physical activity. There are a number of ways to prevent childhood obesity. According to an article on Disease Prevention Programs Targeting Obesity in Children, a majority of programs developed and tested to treat childhood obesity have included dietary modification, increased physical activity, and/or reduced sedentary behavior (Adrienne R. Hughes, 2008).With the growing popularity of video games and number of television channels, more children are engaging in sedentary behavior. However, reducing sedentary activities among children can help prevent obesity. In fact, Hughes states; â€Å" Encouraging obese children to increase their physical activity will help to red uce adiposity and improve cardiovascular, metabolic, and psychosocial health (Adrienne R. Hughes, 2008). The amount of time spent being physically active is also important in preventing child obesity.In fact, in an article on Tackling Overweight and Obesity in Children it states; â€Å"Children should take part in at least one hour of moderately intense activity per day; this should make breathing heavier than usual, but talking should still be possible† (Crocker, 2007). It is important to gradually increase physical activity in order to avoid injury or over exertion. Further, as a school, a community and as parents it is important to set good examples for children. Through proper physical activity and diet the prevalence of child obesity can be diminished.

Building Resilient Students and Mediation Term Paper

Building Resilient Students and Mediation - Term Paper Example Resiliency is an innate quality of students. Students are different in terms of their ability to manage stress, keep focus, manage their emotions and their emotional presentations, maintain their self-esteem even in the face of difficulties, etc. The trait of resilience can be determined by a number of factors: Feeling obligated to succeed or maintain one's composure due to one's duties towards family, friends or community; high self-esteem; good stress management techniques; etc. But resilience is also a consequence of someone's environments and social networks. Anyone can snap in an environment that is high-tension, high-conflict and stress-inducing; certainly, it will tax their resources no matter how vast. Conversely, even people with very low stress tolerance can flourish in an environment that controls stress extremely well. Further, even the toughest people are likely to become depressed or stressed out if they don't have a social network to vent to and use for relaxation. Thi s means that educators in their quest to create resilient students have two goals. They have to teach students how to manage stress, but they also have to control the environments that students are in so that they don't have too much stress to manage in the first place. These two are obviously somewhat at odds with each other: Teaching students how to manage stress requires a slight bit of stress in the first place, as an inoculation. Teaching children to manage deadlines, for example, requires giving them deadlines, which can be stressful. There is also clearly a dialectical relationship between these factors. Better stress management can help people build larger networks of friends and relationships which can help with stress management, for example. Someone's innate characteristics help to influence the environment, and someone's environment can help hone, challenge or tax their innate characteristics. Mediation fits into all of this in several ways. â€Å"Peer mediation is a wo nderful and effective strategy for helping students maintain their emotional balance... [E]ducators must set the stage for conflict resolution by setting clear expectations... Teaching students the skills for managing anger... comes next... Students need to know that anger is a normal emotion† (Thomsen, 2002, p. 114). Preparing for mediation, just like mediation itself, involves teaching skills such as really listening, anger management (learning to hold one's tongue long enough to get through a stressful meeting or process that can let someone get what they want), and so forth. Thomsen recommends â€Å"allow[ing] students who are experiencing a conflict to cool off† before attempting peer mediation (Thomsen, 2002, p. 114). â€Å"Remember, the brain and body are in an aroused state, and the rational mind is waiting in the wings†. Students going through the preparation process learn that preparing for mediation, negotiation and conflict resolution is just as impor tant as the process itself. Further, mediation and the process of preparation for it helps students get in touch with their emotions. â€Å"Learning the intrapersonal skill of introspection will serve students long after graduation† (Thomsen, 2002, p. 114). Many adults don't have proper introspection skills, unable to deeply reflect on their thoughts, motivations and beliefs. This drives conflict: It is very hard for someone to avoid making others angry if they don't know their own behavior; similarly, someone trying to appease someone else is