Women Entrepreneurs

Ladies ENTREPRENEURS: Women business visionaries might be characterized as a lady or a gathering of ladies who start, compose and maintain a business endeavor. As far as Schumpeterian idea of imaginative business visionaries, ladies who improve, start or embrace a business action are called business visionary. It is the gathering of ladies or single ladies running an undertaking or organization so as to gain benefit. Presently days in light of the fact that ofâ â ladies strengthening ladies are venturing stone into the businesses and are replacing men. Presently a day's ladies' are maintaining a few efficient magnificence parlors, exchanging shops, boutiques, etc.The territories picked by ladies are retail trade,â restaurants, lodgings, instruction, cultural,â cleaning protection and assembling. Ladies business visionaries have been having a noteworthy effect in all fragments of the economy in Canada, Great Britain, Germany Australia and US. Till the turn of the century, man ha s delighted in a predominant position. In any case, change in position mechanical advancement and present day perspective can diminish the dissimilarity among man and ladies, and achieve uniformity and value between them, the need of great importance in ladies strengthening both through arrangement of work and undertaking creation.The Government of India has characterized ladies business people dependent on ladies support in value and work of a business endeavor. Likewise, a lady business person is characterized as a venture possessed and constrained by a lady having a base money related enthusiasm of 51% of the capital and giving at any rate 51% of the work produced in the undertaking to a lady. They have transformed business due to the accompanying reasons: * They need to improve their determination in development and serious occupations. * They need the change to control the harmony between their families and obligation and their business levels. They need new difficulties and op en doors for self satisfaction. Job of ladies as an Entrepreneur's: 1) Imaginative: It alludes to the creative methodology or unique thoughts with serious market. Very much arranged methodology is expected to inspect the current circumstance and to recognize the innovative chances. It further suggests that ladies business person's have relationship with educated individuals and getting the correct association offering backing and administrations. 2) Attribute to buckle down: Enterprising ladies have further capacity to buckle down. The creative thoughts need to go to a reasonable play.Hard work is expected to develop an endeavor.. 3) Persistence: Women business people must have an aim to satisfy their fantasies. They need to make a fantasy moved into a thought endeavor; Studies show that effective ladies buckle down. 4) Ability and want to take riskâ the want alludes to the readiness to face challenge and capacity to the capability in arranging making figure appraisals and counts . 5) Profit procuring capacity:â â she ought to have an ability to get greatest return out of contributed capital. A Woman business person has additionally to play out all the capacities engaged with setting up an enterprise.These incorporate thought age, and screening, assurance of goals, venture readiness, item investigation, assurance of types of business association, consummation of formal activities,â raising funds,â acquiring men machine materials and tasks of business. Fredrick Harbiscon, has identified the accompanying five functionsâ of a ladies business person's : * Exploration of the possibilities of beginning another business venture. * Undertaking a hazard and treatment of financial vulnerabilities associated with business. * Introduction of advancements, impersonations of developments. * Co appointment, organization and control. Management and initiative. In nutshell, ladies business visionary are those ladies who think about a business enterprise,â start it sort out and consolidate the variables of creation, work the enterprise,â attempt riskâ and handle financial vulnerabilities engaged with maintaining a business endeavor The job of ladies business person in monetary advancement is inescapable. These days, ladies enter in chosen callings as well as in callings like exchange, industry and building. Ladies are additionally ready to take up business and add to the country's development. This job is additionally eing perceived and steps are being taken to advance ladies business The idea of Women Entrepreneurs might be characterized as ladies or gathering of ladies who start, arrange and maintain a business venture. Ladies possessed organizations are exceptionally expanding in the economies of practically all nations. Ladies' strengthening in India is as yet a deception. Enabling ladies business people is basic for accomplishing the objectives of manageable turn of events. The administration of India defends the interests of ladies a uthorizer to bring the viable execution and use of social financial and political status of ladies in India.In request to confront the issues looked by ladies business people, the Government of India propelled the plan Trade Related Entrepreneurship Assistance and Development of Women (TREAD). The fundamental target of the plan is to enable ladies through improvement of their enterprising aptitudes by wiping out limitations looked by them in their circle of exchange. This help is to be accommodated independent work adventures by ladies seeking after any sort of non-ranch movement. Advancing business enterprise among ladies is positively an alternate route to fast monetary development and development.A effective lady business visionary has the demeanor and the internal drive to change her fantasy and her vision to the real world. A fruitful lady business person ought to be given appropriate strengthening that will expand her prosperity with the general public. SOCIAL SCHEMES:Women bu siness visionaries have made striking progress. The Micro, Small ; Medium Enterprises Development Organization (MSME-DO), the different State Small Industries Development Corporations (SSIDCs), the nationalized banks and even NGOs are directing different projects including Entrepreneurship Development Programs (EDPs).To oblige the requirements of potential ladies business visionaries, who might not have sufficient instructive foundation and abilities, MSME-DO has presented process/item arranged EDPs in regions like TV fixing, printed circuit sheets, calfskin products, screen printing and so forth. An extraordinary prize to â€Å"Outstanding Women Entrepreneur† of the year is being given to perceive accomplishments made by and to give motivators to ladies business visionaries. The Office of DC (MSME) has additionally opened a Women Cell to give coordination and help to ladies business people confronting explicit issues. There are likewise a few different plans of the administr ation like the * Income Generating Scheme actualized by the Department of Women and Child Development, which gives help to setting up preparing cum-pay creating exercises for penniless ladies to make them financially free. * The Small Industries Development Bank of India (SIDBI) has been executing two uncommon plans for ladies to be specific Mahila Udyam Nidhi which is a selective plan for giving value to ladies business visionaries and the Mahila Vikas Nidhi which offers formative help for quest for money creating exercises to women.The SIDBI has likewise stepped up and set up a casual channel for credit needs on delicate footing giving extraordinary accentuation to ladies. Far beyond this, SIDBI additionally gives preparing to acknowledge use as likewise credit conveyance abilities for the officials of intentional associations working for ladies. * Grant for setting up a creation unit is likewise accessible under Socio-Economic Program of Central Social Welfare Board. |

Free Essays on Sandro Botticelli

Sandro Botticelli, conceived Alessandro di Mariano Filipepi, is viewed as one of the main painters of the Florentine Renaissance. He built up a profoundly close to home style described by exquisite execution, a feeling of despairing, and a solid accentuation on line; subtleties show up as extravagant still lifes. Botticelli was conceived in Florence, the child of a leather treater. His moniker was gotten from Botticello (â€Å"little barrel†), either the epithet of his senior sibling or the name of the goldsmith to whom Sandro was first apprenticed. Later he served an apprenticeship with the painter Fra Filippo Lippi. He worked with the painter and etcher Antonio del Pollaiuolo, from whom he picked up his feeling of line; he was likewise impacted by Andrea del Verrocchio. Botticelli had his own workshop by 1470. He spent practically an incredible entirety working for the extraordinary groups of Florence, particularly the Medici family, for whom he painted pictures, most remark ably the Giuliano de' Medici (1475-1476, National Gallery of Art! , Washington, D.C.). Reverence of the Magi (1476-1477, Galleria degli Uffizi, Florence) was painted on commission (however not for the Medicis), and contains resemblances of the Medici family just as a similarity of himself. As a major aspect of the splendid scholarly and imaginative hover at the court of Lorenzo de' Medici, Botticelli was affected by its Christian Neoplatonism, which attempted to accommodate old style and Christian perspectives. This amalgamation might be the subject of two bigger boards authorized for Medici manors and now in the Uffizi, Primavera (1478?) and Birth of Venus (after 1482). While researchers have not yet definitively deciphered these artistic creations, their slim exquisite figures, which structure dynamic direct examples washed in delicate brilliant light, may portray Venus as an image of both agnostic and Christian love. Botticelli additionally painted strict subjects, particularly boards of the Madonna, for example, the Madonna of the Magnificat (1 480s), Madonna of the Pomegranate (148... Free Essays on Sandro Botticelli Free Essays on Sandro Botticelli Sandro Botticelli, conceived Alessandro di Mariano Filipepi, is viewed as one of the main painters of the Florentine Renaissance. He built up a profoundly close to home style portrayed by exquisite execution, a feeling of despairing, and a solid accentuation on line; subtleties show up as rich still lifes. Botticelli was conceived in Florence, the child of a leather treater. His moniker was gotten from Botticello (â€Å"little barrel†), either the epithet of his senior sibling or the name of the goldsmith to whom Sandro was first apprenticed. Later he served an apprenticeship with the painter Fra Filippo Lippi. He worked with the painter and etcher Antonio del Pollaiuolo, from whom he picked up his feeling of line; he was additionally impacted by Andrea del Verrocchio. Botticelli had his own workshop by 1470. He spent practically a mind-blowing entirety working for the incredible groups of Florence, particularly the Medici family, for whom he painted pictures, most prominently the Giuliano de' Medici (1475-1476, National Gallery of Art! , Washington, D.C.). Worship of the Magi (1476-1477, Galleria degli Uffizi, Florence) was painted on commission (however not for the Medicis), and contains resemblances of the Medici family just as a similarity of himself. As a major aspect of the splendid scholarly and creative hover at the court of Lorenzo de' Medici, Botticelli was affected by its Christian Neoplatonism, which attempted to accommodate old style and Christian perspectives. This amalgamation might be the subject of two bigger boards dispatched for Medici manors and now in the Uffizi, Primavera (1478?) and Birth of Venus (after 1482). While researchers have not yet decisively deciphered these works of art, their thin rich figures, which structure dynamic straight examples washed in delicate brilliant light, may delineate Venus as an image of both agnostic and Christian love. Botticelli additionally painted strict subjects, particularly boards of the Madonna, for example, the Madonna of the Magnificat (1480s), Madonna of the Pomegranate (148...

If youre scared of decision day

If you’re scared of decision day I usually dont write DECISIONS ARE DRAWING NEAR! posts, because although I would like to be comforting: 1) I worry that my words will feed the frenzy, not lessen it. 2) I worry that such a post would either be too vague, or totally misdirected its impossible to identify exactly what people are afraid of. 3) For me, the best treatment was DISTANCE from the MIT admissions blogs sitting on mitadmissions.org and refreshing obsessively was masochistic and irrelevant to the outcome of the decision. I should have spent the 24 hours before the decision out somewhere, having fun. So, I worry that posting will only encourage more people to make the psychologically unhealthy decision of sitting unblinking in front of the computer. All that said, if youre reading this now, then you are probably sitting unblinking at your computer refreshing the mitadmissions site, and theres probably not a whole lot I can do to encourage you to do otherwise. So, while youre here, I figure that I might as well share my personal system for dealing with nerves; I do acknowledge that you are not all identical to me and what works for me wont necessarily float your boat. Although I recognize that (3) is usually the best course of action, I dont really have the self-discipline for it. When I try to force myself to go do something else, the usual result is that I both DONT do something else, and feel guilty. Which is pretty much the worst possible scenario. Acknowledging this weakness, my system is:bring fears out into the open, see them for what they really are, and make peace with them. I start by writing down exactly what it is that Im afraid of. I force myself to articulate what exactly is so scary, what exactly I am worried will transpire. Not Im scared of my quantum exam tomorrow! or Im scared I wont get in! but things like I am worried that when I apply to graduate school, this failed quantum exam will manifest itself on my transcript, and my application will be tossed in the trash immediately or Im worried that not getting into MIT will mean that I can never become a successful computer scientist. I then take a couple of minutes to get a snack, or walk around. I come back, and read what I wrote and am astonished by how many of those monsters, while dramatic and frightening inside my head, look harmless and unfounded when forced out of the shadows. Think: that scene in Mulan, when Mushus gigantic dragonesque shadow roars I AM THE GUARDIAN OF LOST SOULS! I AM THE POWERFUL, THE PLEASURABLE, THE INDESTRUCTIbl- before making the mistake of coming out behind the rock and solidifying into a tiny lizard. I think the reason why this works for me is that the inner recesses of my mind are dangerous places to hang out: when fears spend too much time there, they magnify wildly and unrealistically out of control. Sometimes, simply forcing them to take form is enough to make them disappear Riddikulus! but more often there are actual realizable fears that subsequently have to be understood and dealt with. My personal example. I drove myself into a nervous frenzy on my decision day. Why, exactly? When I forced myself to articulate my fear, I realized that it was really a fear of embarrassment. I went to a small school, and word had gotten around that I applied to MIT. There were a few teachers who were very invested in my college applications, and all my relatives were definitely interested in the outcome. I hated the idea that others might think less of me. That my peers would think wow! she didnt get in?? she must not have been as smart as I thought! or that my teachers would be disappointed, or that my parents and sister would feel pressure to find ways to comfort me and in so doing just make me more embarrassed. All I wanted was for people to NOT SAY ANYTHING and pretend it never happened, and was afraid of the onslaught of Im SO sorry to hear about MIT! or dont worry; youll still be fine! After writing all this out, I thought: why dont I just TELL my parents and my friends to not say anything about it if I dont get in? That would obviously solve a big chunk of the problem. My next thought was: wow, a lot of these worries are completely unfounded. First of all, my friends believe in me for reasons entirely unrelated to MIT. None of that would change if I didnt get in. I certainly wouldnt think less of somebody for not getting into MIT only a very small (1000 person-ish) sliver of merit overlaps with MIT acceptance, and it doesnt make sense to say that its the top sliver because there is no rational way to assign merit levels. Frankly, the admissions process is a big crapshoot. And the rest of my peers? Maybe there are people who would think: wow, she must not be as smart as I thought! But those people are obviously the ones that I dont interact with regularly, so who cares? And my teachers? The ones who took the time to write me letters of recommendation? Who invested energy into making a case for why Im awesome? I was worried that THEY would think less of me? The REASON they wrote a letter is BECAUSE THEY ALREADY thought that I was recommendable! Letters of recommendation are informative, not inquisitive; they arent asking for a response. They dont want to hear about how awesome their student is. They KNOW how awesome their student is, and are trying to make the school understand. If I didnt get in, these teachers would not think less of me. And my family? Yeah, they would probably be worried about my mental state, and scramble to find a way to comfort me. I dont know why I was so afraid of this happening I think it was the fear of having attention when I wanted to become invisible. My stomach twisted up whenever I tried to actually imagine what it would be like to have people around me offering sympathy. The more I pictured it, though, the more numbed I became to the possibility; after a while, I really didnt mind that much. I had rehearsed the scenario enough times in my head that I felt prepared. On the day, I woke up at 2am (England time) to check decisions, and was perfectly calm. I felt rehearsed, and I felt prepared. I knew what would happen if I didnt get in, and I knew exactly what I was afraid of and that the physical manifestation of those fears was much more benign than the roaring shadows hiding inside my imagination. Im not trying to belittle your fears. I cant overstate that this is a really, really stressful time. But when faced with stress, you can either turn away from it, or force it to face you, and for me the latter works better because I dont have the discipline to distract myself. So, if youd like to try doing what I do, I encourage you to try it either on your own or even in the comments section. Articulate what exactly it is that you are worried will happen. Then, take it apart rehearse it in you head, and make peace with it. Anyway, I just got an e-mail from my boss saying that its time to stop blogging out of respect for the decisions release. I would like to keep my job, so Im going to publish this now. Before I go, Id like to tell you what my astrophysics professor said a couple of weeks ago. To give him some credibility: he has been around for a long time. Hes met a lot of people. Hes seen an entire field grow and change over the decades. I take his advice and perspective very seriously. So, I listened carefully when he said that the most complimentary word I can use to describe an individual is: resourceful. Not smart. Not MIT-affiliated! Not lucky, or ambitious. Resourceful. It is through resourcefulness that he has most often seen people succeed. In my opinion, MIT and any college is first and foremost a resource. People who are resourceful dont need a specific resource to succeed. YOU dont need a specific resource, or setting, to succeed. Youve got everything you need right there (Im pointing at your face) and if you dont happen to use this particular resource, it will matter very little in the long run. With that, Im off. And you should be too GET OFF THE ADMISSIONS SITE AND GO DO SOMETHING FUN. Love, Anna

Research Paper on Social Behavior Patterns

Research Paper on Social Behavior Patterns People are social creatures and they are differentiated from animals by the ability to think. The mental element has a lot to do with the character of a person in the society. No one is able to lead a completely isolated life away from the society and its products. The background of this research is that of the changes that happen to the character during person’s life within the society. Each one of the individuals has some kinds of activities that he does on his own, but if we consider the sociological aspect along with the psychological one, it becomes a whole different scenario. The research was conducted in a group of people, which included representatives from different classes of society and several age groups. The way in which they responded to a specific situation differed considerably from the other reactions. Each one of them had his or her own way of approaching the problems and situations. Still, people, who were friends in real life, showed some similar results, which means that they had specific influence over each other. This is the perfect example of the social interaction which exists between people in a society. Even though every one of them was not engaged in real communication with each other, they were able to convey the ideas and influence the mind of others in the group. To sum up, the social interaction is not a process, limited by the development in the communication skills. The mental influence of a person over other people is not a physical aspect, as it is purely related to the capacity of the mind to analyze and organize the activities that they see and hear around them.

The Future Perfect in English Definition and Examples

In English grammar, the future perfect is a  verb form that expresses action completed by a specified time in the future. The future perfect is formed by combining will have or shall have with a past participle—for example,  I will have completed a rough draft of the chapter by Friday.   Examples There is no doubt that the pupils  will have gained  new knowledge and expertise by the end of the lesson.(Tony Swainston,  Effective Teachers in Secondary Schools. Continuum, 2008)By the end of this week, Ill have  gained at least fifteen pounds.(Rachel Stuhler, Absolutely True Lies. Touchstone, 2015)Future Tense vs. Future PerfectWe use the future perfect tense when we want to emphasize the no-later-than time of the completion of a future action. Compare the meaning of the following sentences, the first in the future tense, the second in the future perfect tense:The future tense sentence merely states when some future action will take place. The future perfect sentence puts a no-later-than time limit on when the action will have been completed. We could break for lunch at noon or even 11:00, but in any event, we will have broken for lunch no later than 12:30.(M. Lester and L. Beason, McGraw-Hill Handbook of English Grammar and Usage, 2005)Future: We will break for lunch aro und 12:30.Future perfect: We will have broken for lunch by 12:30.After today—or before 5 p.m. tomorrow at the latest—she  will have paid off  her mortgage.(A.L. Kennedy, Late in Life. All the Rage. New Harvest, 2014)If there are no gods, then you will be gone, but will have lived a noble life that will live on in the memories of your loved ones.(Marcus Aurelius)You may win this war, Colonel, but when it is over, you will have lost so many ships, so many lives, that your victory will taste as bitter as defeat.(Salome Jens as Shapeshifter in Star Trek: Deep Space Nine, 1999) Uses of the Future Perfect The future perfect is used in reference to future situations, as in (36a), in conditional situations, as in (36b), and in generalizing contexts, as in (36c). (36a) Next month I will have been Director General for 4 years.(36b) If a retailer buys jeans from a wholesaler at a cost of  £10 a pair and then charges the customer  Ã‚ £15 a pair, he will have made  Ã‚ £5 profit on each pair of jeans he sells.(36c) Students who prepare a dissertation are allocated a supervisor. By this stage, formal lectures will normally have ceased. States in the future perfect may take time adjuncts with for, as in (36a), and events in the future perfect may take time adjuncts with by, as in (36b) and (36c).(Gà ¼nter Radden and Renà © Dirven,  Cognitive English Grammar. John Benjamins, 2007) Two-Timing Verb Constructions Tenses like the future perfect (e.g. will have left) and the conditional perfect tense (would have left) express two temporal relations at once: the time of the situation is represented as anterior to an orientation time which is itself represented as posterior to another time. In the case of the future perfect this other time is the temporal zero-point. This means that the future perfect is an absolute-relative tense: it relates the time of its situation to a time of orientation--this is the relative component--which is itself related to the zero point--this is the absolute component in the meaning of the future perfect.(Renaat Declerck with Susan Reed and Bert Cappelle,  The Grammar of the English Tense System: A Comprehensive Analysis, Volume 1. Mouton de Gruyter, 2006) The Lighter Side of Language: Demetri Martin on the Ghost of Christmas Future PerfectI am the Ghost of Christmas Future Perfect.Scrooge stared at the ghost.Im sorry. Did you say the Ghost of Christmas Future?​No, Ebenezer, I   said that I am the Ghost of Christmas Future Perfect, replied the Spirit in a most ominous tone.Now Scrooge, being a man of considerable education, knew immediately that this apparition was of a less-common conjugation, one which employed helping verbs of some sort; still, he could not remember the tenses rudiments.I see, replied Ebenezer, trying to conceal his ignorance.The Spirit moved closer. Do you know why I am here?Scrooge thought for a moment. To offer me, Spirit, some glimpse of what is to come?The ghost hovered for a moment  and peered at Ebenezer. No. That is incorrect. I am here, Ebenezer Scrooge, to show you what shall have happened to you on a Christmas that will have passed at some point in the future.Ah, yes, of course. Right, replied Scrooge.The Spirit continued. You shall see after certain future things have happened, what will have become of you after that.(Demetri Marti, A Christmas Carol (Deleted Scene). This Is a Book. Grand Central, 2011)Douglas Adams on Tenses and Time TravelOne of the major problems encountered in time travel is not that of becoming your own father or mother. . . .​The major problem is simply one of grammar, and the main work to consult in this matter is Dr. Dan Streetmentioners Time Travelers Handbook of 1001 Tense Formations. It will tell you, for instance, how to describe something that was about to happen to you in the past before you avoided it by time-jumping forward two days in order to avoid it. The event will be described differently according to whether you are talking about it from the standpoint of your own natural time, from a time in the further future, or a time in the further past and is further complicated by the possibility of conducting conversations while you are actually traveling from one time to another with the intention of becoming your own mother or father.​Most readers get as far as the Future Semiconditionally Modified Subinverted Plagal Past Subjunctive Intentional before giving up. In fact, in later editions of the book all pages beyond this point have been left blank to save on printing costs.The Hitchhikers Guide to the Galaxy skips lightly over this tangle of academic abstraction, pausing only to note that the term Future Perfect has been abandoned since it was discovered not to be.​(Douglas Adams, The Restaurant at the End of the Universe. Pan Books, 1980)

Freaks and Geeks (Themes) Free Essays

Freaks and Geeks: Pilot Episode Evaluation Persuasive Paragraph There are many media elements that can depict the cliques that existed once in high school, as they are now distant stereotypes. The television show â€Å"Freaks Geeks† has been enhanced by the usage of media elements, hence allowing the cliques to be easily seen by viewers. Firstly, the lighting is an element that truly differentiates the cliques that have been formed based on a stereotypical format. We will write a custom essay sample on Freaks and Geeks (Themes) or any similar topic only for you Order Now For example, the lighting used in the beginning of the show by the filmmaker really shows the differences of levels on the high school food chain. The filmmaker starts the show off by showing the typical jock and cheerleader relationships, the highest of the food chain, with bright lighting and open spaces (Appatow 1999). Then the lighting suddenly changes to underneath the benches in a dark and secluded, yet rebellious hang out place for the Freaks (Appatow 1999). Hence, allowing the viewers to see the automatic difference between the two stereotypical levels. Secondly, the next element that enhance the cliques formed in the show would have to be the musical involvement. Judd Appatow, the filmmaker, chooses songs that perfectly reflect the behaviour, personality, and likes of the different groups. The filmmaker chooses to play the individual; yet different songs in the beginning to allow the viewers to figure out that there are differences in each clique. In the beginning the Freaks are shown listening to songs like â€Å"Running with the Devil† by Van Halen (Appatow 1999), and the Geeks being represented by the song â€Å"I’m Alright† by Kenny Loggins (Appatow 1999). This helps the viewer attain a better understanding of the groups. Lastly, the use of showing conflict and suspense too, truly show the difference between the cliques. The filmmaker, Judd Appatow, switches scenes which show the split focuses of conflict. Showing the viewer that more than one conflict scenario appears in the show. Judd Appatow switches scenes from the geeky life of Lindsay Weir’s younger brother Sam, and the problems he faces with bullies and crushes (Appatow 1999). Then, switches to Lindsay’s constant battle with her old life and the new life she created for herself (Appatow 1999). This builds up the suspense by giving the viewers even more conflict to keep them on the edge of their chairs. By throwing more conflicts in the path of the two major characters, the viewers will remain interested, and the suspense of the decisions made by their characters keep the viewers wanting more. As a result, the uses of media elements not only enhance the overall appearance of the show, but also help the understanding of the viewer in depicting the ‘cliques’ of the school. Works Cited: â€Å"Freaks and Geeks†. Dir. Judd Appatow. Perf. Linda Cardellini, John Francis Daley, James Franco, Samm Levine, Seth Rogen, Jason Segel, Becky Ann Baker, Joe Flaherty, Busy Philipps, Sarah Hagan. Paramount Pictures Corporation (PPC), 1999. DVD. How to cite Freaks and Geeks (Themes), Papers

Last Summer free essay sample

Thetrue meaning of life is to plant trees under whose shade you do not expect tosit N. Henderson On a stifling day last summer I sat underthe shady branches of a large mesquite tree in a village in Guanajuato, Mexico,eating popsicles with nine-year-old Mariana. I looked at the people and thesaplings we had just planted, and, at that moment, many pieces of my life cametogether. I felt fulfilled and focused. I was born in Toluca, Mexico andhave returned regularly to visit family and friends. I have seen poverty (in myextended family) in Mexico as well as here in the United States, making me awareof vast inequalities. My father was born into a poor family in Mexico City, andwas the first in his family to go to college. I was raised in the U.S. in amiddle-class family that provided support for my brother and me. My parentsworked hard to move from our apartment into our own condominium. We will write a custom essay sample on Last Summer or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I feelespecially responsible as one who has grown up in two cultures to promote theadvancement of minorities and greater equality among people. Sophomoreyear I volunteered at a center in Boston for inner-city youth from Somalia. Thechildren complained about their teachers, who seemed to give them homeworkwithout sufficient explanation, and they had few resources. Why, I wondered, isevery room at my high school equipped with new televisions and computers, whilesome kids just a few miles away can only dream of such resources? InMexico, a classroom like mine is an even more distant dream. I have discussedthis dilemma in a group called Students of Color, and read relevant books, likeJonathan Kozols Death At An Early Age. Talking and reading only does so much,however, and I decided I wanted to take action. In my junior year manythings came together with my involvement in the Amigos De Las Americas program,which sends high-school students to Latin American countries to do public healthvolunteer work. To finance my trip, I raised almost $4,000 selling fruit andcollecting donations. I had to balance demanding courses with weekly Amigostraining and fund-raising, Samaritans, a part-time job, a social and family life,and even an occasional DJ gig. Only later would I understand how worthwhile thisinvestment of time and energy had been. In the village of San Gabriel Ilived with a family of seven and was considered un hijo (son) by my host mother.I worked, laughed, ate and even cried with members of the community. We paintedbuildings, built latrines and stoves, planted trees, and, most important, builtlasting relationships. I felt grateful for my Mexican identity, which helped mebe accepted. Toward the end of our stay, my two partners and I gatheredabout 60 people to plant trees around the town clinic on one of the summershottest afternoons. Everyone even older women and children came and workedenthusiastically for hours removing stumps, digging holes and planting trees. Ourhands worked in unison and we accomplished our goal. At the end of theday, tired and sweaty but smiling, I sat under a tree with Mariana. I knew Iwould probably not sit under the shade of the trees we had just planted, but thatdid not matter. Someone planted this tree for the villagers and me, and I will goon to plant many trees for others.

The Mosquito Coast Essay Example

The Mosquito Coast Essay Navigating the Global explores the challenges and complexities confronted by individuals embarking on a quest for a greater meaning in their lives. The concept of globalization is an ever growing understanding of the complexities and challenges of the late 20th to 21st century world where the increase in technology and communication has lead to the homogenization of cultural values. The concept of navigating through these complexities is referred to by critic T. Friedman as â€Å"An inevitable process of western civilization battling forces of primitivism and localism† Which can be seen in the 1981 novel The Mosquito Coast (TMC) by Paul Theroux and the 2007 film Into the wild directed by Sean Penn (ITW) demonstrates the consequences brought by failure to adopt the hybridity of the â€Å"glocal†. TMC depicts the geographical navigation from modern America to the most extreme form of â€Å"primitivism† Honduras as a journey of profound and moral significance away from American â€Å"the high prices, bad tempers, unpunished criminals†. In the opening chapters the audience is presented with Charlie’s father, Allie who criticizes the consumerist values upheld in America, through his tirades against American consumerist and materialist attitudes â€Å"Water ‘s as free as air. Those dinghbats are selling water! † illustrating his rejection of the mainstream Western consumer values. This results in Allie’s quest to escape the debauchery and despair of American society through the construction of a new â€Å"civilization† in Jeronimo. We will write a custom essay sample on The Mosquito Coast specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Mosquito Coast specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Mosquito Coast specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Allie’s first confrontation with the native Zambus is one of implicit criticism â€Å"what a hole, I wouldn’t be caught in that dump† which shows Allie’s innate disrespect for the local as he fails to recognize the local as an alternate source of knowledge. ITW similarly portrays an individual’s quest through the navigation between the local and the global in search for a greater meaning in their lives from â€Å"history and oppression and law and irksome obligations† . ITW demonstrates the challenges faced by individuals’ differing perceptions of â€Å"freedom† by Christopher’s navigation from the US to Alaska presenting himself as an idealist similar to Allie â€Å"to kill the false being within, no longer to be poisoned by civilization†. The initial flashback to Chris’ rites of passage highlights the conflicting values imposed upon him by his parents and society† I see them standing at the formal gates of their colleges. The red tiles glinting like bent plates of blood behind his head. The dark imagery presented by the omniscient narrator along with the cinematography of mortar boards being thrown in the air depicts the inner conflict presents within individuals under the superficial mask of western expectations which results in the Chris’ escape â€Å"into the wild† The challenges faced by navigation of the global through a â€Å"woven world† can be seen in the figure of Allie Fox whe re manifestations within himself prove to have destructive consequences. Allie’s insistence of being the â€Å"last man† and feeling â€Å"like god† ironically, demonstrates Allie raising himself to a secular figure despite rejecting religion. This superbia is portrayed in the intertextual allusion to Frankstein, assuming God’s role at the ultimate creation â€Å"man is god† as Jeronimo becomes a personified embodiment of Allie’s dream. Allie’s creation of â€Å"Fat boy† an ominous allusion to nuclear destruction â€Å"plants scorched and stems blistered like flesh† highlighting the resultant destruction of â€Å"the forces of western civilization and localism†. Allie’s failure to adopt the local is contrasted by the success of The Acre an archetype of T. Friendman’s â€Å"glocalised society† which adopts the hybrid culture of communal acceptance and globalized values â€Å"spending money, arithmetic //we lived off the land† demonstrates the values from an individual’s navigation from their immediate environment becomes the fundamental of their own quest for meaning. Paralleled within TMC the destructive consequences of over indulgence in Western culture can be seen through the figures of Chris’ parents, Walt McCandless  and Billie McCandless  whose manifestations of academic success and wealth results in an unstable relationship †The divorce never happened,but the battles and the meetings never stopped. † The montage of celebration along with the non diegetic narration of the events highlights the superficiality of their connections as they indulge further into westernized values â€Å"the careerism and money seemed only to embolden their blindness. In contrast, the relationship between Gene Rosellini and  Jan Burres  demonstrates a stable relationship through adoption of the hybrid values of the local and the global, emphasised by the cross cutting of the McCandless â€Å"to find yourself at least once in the most ancient of human conditions with nothing to help you but your hands and your own head† Allie†™s failed quest for meaning in Honduras and his regression into â€Å"savagery† as he transforms into â€Å"a live scarecrow, the wild man† , is eflected in Charlie’s description of the river as he continuously attempts to move further upstream â€Å"The river bubbled and streamed with decay† which parallels Allie’s decent into lunacy with contradictory statements â€Å"We are the first family on earth// We are the last survivors†, highlighting Allie’s lost sense of direction which is symbolized by the truncated finger which he uses to navigate through the river â€Å"He waved his stump upward // every mile seemed like a mistake, because we were not free anymore†. ecomes an ironic motif as he transitions into a â€Å"scavenger† reinforcing the repeated imagery of cultures hovering above Allie foreshadowing his own death whilst navigating through the river due to his inability to adjust with the local â€Å"he was the savage not the Zambu† Like in TMC the river is a constant motif that parallels Chris’ journey towards Alaska serving as a means of direction in his quest for truth â€Å"rather than love, than money, than fame, than fairness†. The Rembrandt lighting of Chris’ face in his navigation through the river symbolises the realisation brought through by forced reflection â€Å"This fact suddenly re-defined Chris and me as bastard children† The corresponding relation between journeys and the river becomes evident as the Chris’ journey progresses through the chapters of his life. Similar to TMC the pathetic fallacy of the river demonstrates the inner journey Chris undergone as he reaches the end of the river and the film concludes with rhetorical questions â€Å"What if I were smiling and running into your arms? Would you see then what I see now? † demonstrating how Chris’ navigation through the river has resulted in a carthasis and thus ending his quest for meaning. Whilst Allie fails to successfully navigate the global ignoring his family and the knowledge of the local his son Charlie reveals a more empathetic, accepting and therefore a successful approach to the global experiences. Charlie’s navigation into maturity is highlighted as he uses his knowledge from both the local and the global as a distinct opportunity to save his family â€Å"but I wanted to go on // because there we were free†. Charlie’s development into maturity and psychological freedom is paralleled in his journey through the river highlighting an individual’s quest through the challenges and complexities can be overcome by adoption of the hybrid notions of the â€Å"glocal†

Internet Identity essays

Internet Identity essays It is certain that the Internet impacts a persons sense of identity. As humans, we are live by language, and as an Internet user, one submits himself to an existence that is pure language: written, audio, and visual language. This reality, distilled down to pure language, is appealing to most people. There is no violence online. There are no social expression norms. A person can be, say, or do precisely as he chooses. More than 131 million people populate the Internet. Why is VR so attractive? When a person is born, many things are decided for him. No one is asked if their name or visage adequately describes his person or psyche. His genetic makeup is created from that already contained in his parents, and they dress and feed him with things they personally enjoy. It is many years later before he can begin to make decisions about who he is, and by then, so much has been laid down as factual evidence to the content of his character. The Internet has now permeated our society. Someone can decide who they are at the beginning of a new life, to be reborn in cyberspace. There is the issue of naming oneself, to feel inside and find what makes someone himself. When one signs up with any Internet Service Provider, the first thing it will ask is for his new name. In *1*The Matrix*1* Mr. Anderson named himself Neo: "New" and also an anagram for the "One" he truly was. There is now also the ability to visualize the image of self and present that as an avatar in a visual virtual environment, a step up from nomenclature and font color self-expression. Deciding what one looks like as an imaginary character is also interesting, and like naming oneself it can be good psychotherapy. These are used in elaborate chat rooms where participants immerse themselves in whole new worlds, and where identity is defined by images and one's own character description. As in a story, dialogue will also define a character, virtual or otherwise ...

Sociological Perspective Research Paper Example | Topics and Well Written Essays - 750 words

Sociological Perspective - Research Paper Example From the report it is clear that the conflict theory was presented in opposition to the structural functional theory by Karl Marx and was further developed by Max Webber. Groups are in a constant struggle of power to gain control over resources, some groups may get control over these valuable resources others may not. The theory goes on to explain that conflict lies at the core of relationship for a society. Those who do not have resources struggle to acquire them, whereas those who are privileged strive to hold on to them.According to the essay  findings conflicts within groups primarily arise from differences of interest and as a result of the inequality in the distribution of resources; resulting in an ongoing competition over scares resources. The fundamental contributing factors that lead to conflict among competing groups are money, power, distinct needs and incompatible interests. It could be one or all of these factors combined.  The format of the show divides contestants into groups referred to as â€Å"tribes†. The tribes are given limited resources on which they have to survive and progress through the game.  Ã‚   The contestants have to face challenges throughout the game. These challenges have to be won in order to get rewards or to secure â€Å"immunity† from the vote out.   Initially the tribes compete with each other in the form of groups but at later stages of the competition they contend at an individual level.

Research Article Example | Topics and Well Written Essays - 750 words

Research - Article Example The purpose of this research is to explore the efficacy and sustainability of instructional coaching for teachers of diverse learners. The research question for the study was are teachers, of an institution designed for students from low-income areas, multilingual, and multicultural located in a large district with high economic disparities, efficient when providing instructional coaching intervention. Data was collected using mixed methods, whereby qualitative data was used to explore quantitative data collected from a quasi-experimental study with 36 urban elementary teachers participating. The results showed that teachers were positive about the benefits of instructional coaching to students from low income and multicultural societies (Teemant, 2014). The purpose of this research is to explore the implications for the development of supportive multicultural programs of learning at universities. The question that the research sought to answer was how learning institutions emphasize diversity enough in a multicultural society. Data was collected from 19 new GTA instructors, who completed the training. However, only 12 provided feedbacks. The results showed that instructors preferred removing barriers to integrating diversity issues into the educational experience of all students (Elicker, 2009). The purpose of this study is to develop necessary competencies to implement successfully culturally responsive teaching amongst teachers in their classrooms.

Health Disparities in New Zealand: A Literature Review

Health Disparities in New Zealand: A Literature Review Nateeh R. Cueva   Introduction Health is an integral part in the context of human existence. Each individual’s views regarding health and practices concerning healthcare vary depending on one’s historical, political and economic status, including the level of education, gender and personal experiences.[1] Hence, it is imperative to consider these aforementioned factors affecting health in the healthcare system. The principal objective of this paper is to review the specific historical, cultural, social, educational and economic backgrounds of the Maori people and each corresponding effects to healthcare approach. This paper also aims to investigate the imparity of the Maori and non-Maori health status. As several studies prove health disparities, this paper examines the actions taken to achieve equilibrium in healthcare service delivery among Maori and non-Maori people. Maori History and the Treaty of Waitangi New Zealand’s first east Polynesian settlers discovered the country during the 13th century, approximately 500 years before Europeans became aware of its existence.[2] The tribe is now known as Maori, meaning ‘original’, to characterize their distinction after the Europeans’ arrival. Due to lawlessness and the British government’s goal to protect trading interests, the Treaty of Waitangi was created and signed by several Maori chiefs and British Crown representatives. [3] The Treaty was translated into English and Maori versions containing three articles with substantial interpretation differences.[4] As explained by St. George (2013), the first article in the English version refers to sovereignty. It indicates transfer of power to the British Crown. However, Maori version conveys share of power. Maori used the term â€Å"kawanatanga†, which means setting up of British government without implicating transfer of authority. The second article chiefly safeguards property of rights, concerning â€Å"tino rangatiratanga† or chieftainship. Maori people are granted control and rights over their lands, woodlands, waters, fisheries and other properties in the English version. In contrast, Maori version denotes more extensive rights for Maori, including proprietary and reassurance of cultural and social items like language and villages. The third article warrants the Maori people equal rights as the British subjects. Regardless of the differences, the two versions of the Treaty are legitimate as they were both signed (St. George, 2013). Although protecting Maori health is part of the objectives of the Treaty, the population decline in the 1800’s proved past neglect on its principles. Basing on the data presented by Wishart (2012), Maori population went as low as 43,927 in 1886 while non-Maori migration constantly increased. The land wars between Maori and Pakeha (non-Maori) as well as the diseases introduced by the increasing migration had also caused devastating effects to Maori population (Durie, as cited in Kingi, 2007). After a major Maori protest, the Waitangi Tribunal was established in 1975 to investigate Crown breaches to the Treaty of Waitangi.[5] Its goal is to consider the principles of the Treaty upon making decisions rather than the mere conflicting interpretations of both English and Maori versions. This had led to compensation grants, return of lands and financial recompense to tribal authorities for economic development. Subsequently, the Maori population dramatically recovered to over half a million during the 20th century (St. George, 2013). St. George further elaborated that the Treaty has three key principles relating to Maori health: partnership, participation and protection. Partnership basically means working with Maori communities in developing strategic health care practices for the community. Participation is the act of involving the Maori people upon planning and during healthcare services delivery. Protection is ensuring equality on Maori and non-Maori health status while considering Maori cultural concepts, values, and practices. Culture and Impact on Health Culturally-based beliefs, values and attitude relating to health influence engagement to health-promoting activities and access to health services. As non-Maori population continuously surged, healthcare services became highly Pakeha-dominated.[6] This led Maori on becoming suspicious about health services rendered by hospitals because of cultural reasons. The Maori cultural health perspective is holistic. It comprises four cornerstones of health: wairua (spiritual), hinengaro (psychological), tinana (physical) and whà ¤nau (extended family).[7] Maori’s concepts of tapu (sacred, restricted) and noa (free from tapu or unrestricted), the basis of law and order during pre-European time, interrelate with today’s Maori health environment. In terms of daily activities, this entails that food (noa) should be placed separately from bodily functions like faeces (tapu). Practices and healthcare services that do not mirror these cultural concepts receive lesser support and often distress the Maori community. As Maori slowly embrace Pakeha-predominated health services, traditional Maori health practices largely remained (Lange, 2012). These health practices, though helpful in some cases, oftentimes risk patient safety and jeopardize medical treatment when opposed or delayed in consideration to cultural beliefs. Maori Socioeconomic Status and Health Socioeconomic status, basing on aspects such as income, education and occupation, is a fundamental element of health. Studies prove that favourable living condition is closely relevant to better health quality.[8] Health disparity can be brought about by material poverty, poor nutrition, mediocre housing standards and stress resulting from low social and economic status. Health services fees further hinder medical treatment access. Statistics New Zealand (as cited in Marie, Fergusson Boden, 2010) supports well documented studies proving that Maori are at greater socioeconomic disadvantage than any New Zealanders by ethnicity. This socioeconomic deprivation likely predisposes Maori to poor health conditions and limit healthcare access. Health Disparity and Inequality Regardless of the efforts to apply the Principles of the Treaty to health development, health inequality and disproportion among Maori and non-Maori is still evident. Studies prove that Maori are underprivileged in terms of health among any New Zealand ethnic groups, showing higher morbidity and mortality rates.[9] Blakely, Fawcett, Atkinson, Tobias and Cheung (as cited in St. George, 2013) stated that Maori infants have lower birth weight and die more frequently from sudden infant death syndrome (SIDS) than non-Maori. Brown (as cited in St. George, 2013) also added that Maori die eight to ten years earlier, on average, with avoidable death rates twice as much compared to non-Maori. New Zealand’s cancer death rate is greater than Australia, consisting of two thirds male Maori and one quarter Maori female deaths (Skegg and McCredie, as cited in St. George, 2013). Obesity in Maori community is also of greater proportion, contributing to higher rates of diabetes (Ministry of Heal th, as cited in St. George, 2013). These data show that Maori are more susceptible to illnesses and their lesser access to health services is detrimental. According to Durie (as cited in St. George, 2013), the suboptimal Maori health status pose negative effects on the community’s outlook of the healthcare system as a whole. This may lead to stereotyping healthcare system basing on their less suitable health situations and experiences. Studies further claimed Maori being treated differently in the healthcare setting. As per findings of the 2001—02 National Primary Medical Care Survey (as cited in St. George, 2013), doctors spent only 2 minutes out of 12 minute consultation time or 17% less time on caring for Maori than non-Maori patients. Racism also affects Maori health status (Harris, as cited in St. George, 2013), suggesting that the greater the number of racial discrimination experiences, Maori self perceived health status becomes lesser. Maori Health Development and Addressing Inequalities During the 20th century, eliminating inequalities became a considerable section of government health policy and statutory obligation of district health boards (Pollock, 2012). Social welfare policies and intersectoral activities promoting health equality such as retrofitting and housing insulation were implemented. The New Zealand Public Health and Disability Act 2000 absolves the Treaty of Waitangi and Maori health (Blakely Simmers, 2011). Health programmes and healthcare service delivery focus on Maori and low socioeconomic people. Constant monitoring on health inequalities and research conduction allowed better understanding of health disparities and progress tracking. The increasing awareness on health inequalities concerning Maori people paved way to more improved funding on health services addressing deprivation and ethnicity. As a result, immunization rates soared, smoking cessation rates increased and improved Type 2 diabetes and cardiovascular risk management.[10] The policies relevant to health equity strongly develop Maori health status and healthcare service access. Conclusion Health is indeed affected by several determining factors that can enhance or diminish quality of life. Historical, political, cultural, educational and socioeconomic backgrounds are crucial aspects to consider in delivering effective health services that support health equality. Looking into the health disparities affecting Maori people, it is unacceptable in the context of medical practice to provide partial health services basing on individual’s ethnicity, cultural beliefs, values and economic status. While it is a fact that traditional practices can hinder medical treatment and healthcare goal achievement, better ways and policies should be implemented to meet the greater Maori health needs. The Maori culture, being the first settlers in New Zealand, has become an indispensable component of the country’s society. For Maori to live longer, achieve healthier lives and contribute to the society at their utmost potential, the root causes of inequalities ought to be rightfully addressed. In the same manner, may the past mistakes and neglect be a grounding lesson to further strengthen the efforts to eliminate health disparities. May impartial health services prevail and be maintained for Maori, non-Maori and other ethnicity of different backgrounds alike. References Blakely, T., Simmers, D. (2011). Fact and action sheets on health inequalities. New Zealand Medical Association. Retrieved from http://www.nzma.org.nz/sites/all/files/Marmot_factsheets.pdf Capital and Coast District Health Board. (2009). Tikanga Mà ¤ori: A guide for healthcare workers. Retrieved from http://www.ccdhb.org.nz/news/Tikanga Maori.pdf Derby, M. (2012). Waitangi tribunal – te rÃ…Â pÃ…Â « whakamana. Te, Ara the Encyclopedia of New Zealand, 1-6. Retrieved from http://www.TeAra.govt.nz/en/waitangi-tribunal-te-ropu- whakamana/page-1 Kingi, T. R. (2007). The treaty of Waitangi: A framework for MÄ ori health development. New Zealand Journal of Occupational Therapy, 54(1), 4-10. Retrieved from http://www.nzaot.com/downloads/contribute/TheTreatyofWaitangiAFrameworkforMaoriHealth.pdf Lange, R. (2014). Te hauora MÄ ori i mua – history of MÄ ori health Pre-European health. Te, Ara the Encyclopedia of New Zealand, 1-6. Retrieved from http://www.TeAra.govt.nz/en/te-hauora-maori-i-mua-history-of-maori-health/page-1 Marie D., Fergusson, D.M., Boden, J.M. (2010). Does socio-economic inequality explain ethnic differences in nicotine dependence? Evidence from a New Zealand birth cohort. Australian New Zealand Journal of Psychiatry, (44), 378-383. Retrieved from http://www.otago.ac.nz/christchurch/otago014477.pdf Meredith, P., Higgins, R. (2012). KÄ wanatanga – MÄ ori engagement with the state: Defining kÄ wanatanga. Te Ara the Encyclopedia of New Zealand, 1-5. Retrieved from http://www.TeAra.govt.nz/en/kawanatanga-maori-engagement-with-the-state Health Promotion Forum of New Zealand. (2002). TUHA–NZ: A treaty understanding of Hauora in Aotearoa-New Zealand. Retrieved from http://www.hauora.co.nz/assets/files/Maori/Tuhanzpdf.pdf New Zealand History. (2012). Differences between the texts: Read the treaty. Retrieved from http://www.nzhistory.net.nz/politics/treaty/read-the-Treaty/differences-between-the-texts New Zealand History. (2012). Signing the treaty. Retrieved from http://www.nzhistory.net.nz/politics/treaty/making-the-treaty/signing-the-treaty Pollock, K. (2012). Health and society: Socio-economic status, ethnicity and health inequality. Te Ara the Encyclopedia of New Zealand, 1-5. Retrieved from http://www.TeAra.govt.nz/en/health-and-society St. George, I. (Ed.). (2013). Cole’s medical practice in New Zealand. New Zealand: Medical Council of New Zealand. Wilson, J. (2013). MÄ ori arrival and settlement. Te Ara the Encyclopedia of New Zealand, 1-7. Retrieved from http://www.teara.govt.nz/en/history/ Wishart, I. (2012). Waitangi researcher asked to lie by government agency. Investigate Daily. Retrieved from http://www.investigatemagazine.co.nz/Investigate/2717/waitangi- researcher-asked-to-lie-by-govt-agency/?doing_wp_cron=1401700328.4694170951843261718750 Glossary Hinengaro the mental health Kawanatanga governorship PÄ kehÄ  – non-Moari, usually of British ethnic origin Tinana the physical health Tino rangatiratanga absolute sovereignty Wairua the spiritual health Whà ¤nau extended family [1] Health Promotion Forum of New Zealand. (2002). TUHA–NZ: A treaty understanding of Hauora in Aotearoa-New Zealand. Retrieved from http://www.hauora.co.nz/assets/files/Maori/Tuhanzpdf.pdf [2] Wilson, J. (2013). MÄ ori arrival and settlement. Te Ara the Encyclopedia of New Zealand, 1-7. Retrieved from http://www.teara.govt.nz/en/history/ [3] New Zealand History. (2012). Signing the treaty. Retrieved from http://www.nzhistory.net.nz/politics/treaty/making-the-treaty/signing-the-treaty [4] New Zealand History. (2012). Differences between the texts: Read the treaty. Retrieved from http://www.nzhistory.net.nz/politics/treaty/read-the-Treaty/differences-between-the-texts [5] Derby, M. (2012). Waitangi tribunal – te rÃ…Â pÃ…Â « whakamana. Te, Ara the Encyclopedia of New Zealand, 1-6. Retrieved from http://www.TeAra.govt.nz/en/waitangi-tribunal-te-ropu-whakamana/page-1 [6] Lange, R. (2014). Te hauora MÄ ori i mua – history of MÄ ori health Pre-European health. Te, Ara the Encyclopedia of New Zealand, 1-6. Retrieved from http://www.TeAra.govt.nz/en/te-hauora-maori-i-mua-history-of-maori-health/page-1 [7] Capital and Coast District Health Board. (2009). Tikanga Mà ¤ori: A guide for healthcare workers. Retrieved from http://www.ccdhb.org.nz/news/Tikanga Maori.pdf [8] Pollock, K. (2012). Health and society: Socio-economic status, ethnicity and health inequality. Te Ara the Encyclopedia of New Zealand, 1-5. Retrieved from http://www.TeAra.govt.nz/en/health-and-society/page-2 [9] St. George, I. (Ed.). (2013). Cole’s medical practice in New Zealand. New Zealand: Medical Council of New Zealand. [10] Blakely, T., Simmers, D. (2011). Fact and action sheets on health inequalities. New Zealand Medical Association. Retrieved from http://www.nzma.org.nz/sites/all/files/Marmot_factsheets.pdf

School Law Class

The office of a school superintendent, must work hand in hand with other associations and other principals in order to develop good system for the evaluation of the teacher and the principal. This will also include the measures put in place for the growth of the students. There should be a common agreement of a good definition of an effective teacher, an effective principal as well as the way a student growth shall be measured in the whole country. (Dimmock and Donoghue, 1997). Moreover, a good amount of the teacher and the principal evaluation systems must include how the students’ academic growth will be measured. To close the gap which is available in the achievement, it would be appropriate to ensure that the teachers and the principals are the first to support so that they can address the needs of the students in the classrooms and in various schools. This should be then evaluated and the teachers held responsible for the academic growth of every student. To ensure that the process of negotiations between the school board, the school employees and the superintendents of the schools runs smoothly the superintendents have to work closely with the teachers unions. The unions are known to be most powerful yet the least considered when negotiating the public education issues in the current world. Despite the attention of the public focusing mainly on the influence the national unions have, policies that affect most schools and the teachers are negotiated by the local unions and the school boards. The local union leaders however focus the balance between the competing interests as well as the obligations. This is mainly based on the concern and the priorities of their members in the union to the state pressures as well as the affiliates at the national level. These union leaders confirm the agenda of the union and in addition, they advocate for the expanded agenda of the teachers’ profession. They also advocate for communal bargaining and management of the contract. (Dimmock and Donoghue, 1997). Many schools are facing the problem of failed school bond issues. This is mainly in the mid-sized rural schools districts. This leads to the organization of the school to hold school bond elections. The strategic plans of the schools mirror many of the recommendations for successful bond referendums. This leads to the illustration of why many schools pass the bond issues with a unique support from the community. However, findings from one school cannot match with the concerns that are available in all the communities. (Dimmock and Donoghue, 1997). If the funding is not secured, the leaders of the schools should be provided with voter input from the rural school districts. This will be a successful effort to overcome the problem of unsecured funding. The school demonstrates that it complies with Title IX through the continued efforts to add new sporting activities for women. The school also ensures that it has met the proportionality required by having a balance between the male and female students taking part in the sporting activities. This is in relation to the general population of the school. The school also ensures that nit has met the interests and the abilities of their female counter parts. To change the school compliance to the Title IX, a survey could be conducted that would help to measure the students’ interests and the abilities. (Dimmock and Donoghue, 1997). The steps taken to learn the parameters in a state would include acquiring a specialty like reading as it will provide the teacher with a competitive edge in the job. Also one has to be flexible in order to fix the needs of the students. The teacher should have a daily plan but should be flexible as much as possible in order to make adjustments where possible. Having a rigid plan may not be easy to be adapted in a diverse class. A balance should be maintained between the individual instruction and the whole class instruction. More to this, one should consider joining a professional association and also to obtain advanced credentials to understand the laws well. (Dimmock and Donoghue, 1997). The benefits and drawbacks of relying on digital communication to send information to board members, the community members and the school staff is that it enables effective communication to take place as one must have effective skills to express him not only in the paper and the pen but also through other means such as audio and video. It is also possible to analyze data as one chooses the data that is available on the web based format as well as in other electronic formats. However this may be challenging when it comes to problem solving as the people have to know how they can apply what they know and what they can to new situations in the on line communication. There are many risks in the use of digital communication that may affect the quality of communication in the 21st century. These are mainly based on the security and safety of the communication. Dimmock and Donoghue, 1997). The teachers have to be active in providing the students with protection against contagious infections. This could be achieved by providing a safe environment. The teachers therefore have to be concerned about the safety and health of their students. These includes bullying whereby some students especially those with disabilities will be targeted by others. (Dimmock and Donoghue, 1997). This may be in form of aggression, abuses, use of threats or psychological abuse. In addition, the students have to be protected against homophobia. Other protection may be in riding in the school buses, cyber cafe protection having video surveillance in the schools among others. The relationship between the schools and the local police and other departments is that each works independently and there is no cooperation in undertaking their functions in the community. Helping the students learn and improving the quality of education is one of the main priorities of many school districts. This can only be achieved by having an effective working relationship. (Dimmock and Donoghue, 1997). This mainly begins by having a clear commitment that will help to discover the community’s assets and capabilities. This relationship requires the cooperation of the schools with many sectors. This process involves public inquiry and the community members who participate in the inquiry increases the quality of beliefs, ideas and actions that develops. The school should ensure that it has a written and prevention and mitigation plan. This plan consists of the strategies to keep bad things from happening in the school and it clearly outlines how the impacts of the negative impacts that could not be avoided be minimized or mitigated. The school should also have preparedness plan to help the students and the teachers to respond to some forms of crisis. To ensure the safety of the students at security crisis, various measures could be put in place which includes raising adequate money for the management of the security department involves evaluating and updating the school safety plan as often as possible. The school staff should receive trainings regularly on how to ensure that the students are safe. The school should develop an efficient safety plan for the students and include a security consultant if necessary when designing the school safety plan. The school can also partner with the law enforcers to identify possible threats that could pose security concerns to the students. Therefore security hazard analysis would be vital. (Dimmock and Donoghue, 1997).

Continuing My Education

Running Head: Continuing My Education1 Why Continuing My Education Is Important To Me Carla Conley English Composition I Professor Victoria Stamm October 29, 2010 Continuing My Education2 Returning to school for me at this point of time in my life is very important. I have quite of few things I want to accomplish in life, and one definite thing is receiving my degree. I now work for a large health insurance company, which has many good paying jobs, but unfortunately, I do not have the education or qualifications for these positions.Therefore, my first reason to receiving my degree is to get a promotion. I do not want to be stuck in the same position that I am in now even though it is kind of challenging. I would like to be promoted to something more that I will enjoy doing. Please understand I am glad to have a job, but I would like to earn more money. I think by receiving my degree I can make much more money. In addition, this will help me to gain additional training to help me in m y position that I am in now. Taking a couple of classes at Ashford University has made more alert and organized.Therefore, gaining more education is a plus for me, because I will be more knowledgeable, and be able to get the career I want. In addition, it will make me more self-assured, and keep me ahead of the game for when my daughter starts grade school. These days’ children are being taught college courses, and I have to be smart enough to help her. I think it is wonderful to get all the education I can to help to help me to proceed better on my job. I am going to school for Health and Human Services, so that that will definitely be a career change for me.This is something that I have been interested in for a while. I am extremely excited that I am able to take two courses in one. Many schools do not offer both Health and Human Services for one major. As a result, I feel that I am accomplishing two goals at once. Continuing My Education3 Even though I want to accomplish r eceiving my degree for professional reasons, I do have personal reasons too. One is self-improvement. This will make me feel that I can do anything in life once I receive my degree. See I have a best friend from school; I still stay in touch with, and her name is Tia.She is another reason I am going back to school. After graduating from college, she was able to find a good career, and buy a beautiful house. She was a single mother with two children doing all of this. In addition, I see people who are older than I am going back to college. That is a motivator for me. Especially since, I have put it off for so long. Although, I am excited about starting school again, it still has not been a joy ride for me. I have to admit that I am really struggling doing my assignments.I find myself procrastinating quite a bit. I tell myself that I am going to stop doing this, but I seem to be stuck on these assignments. I am really struggling with these writing assignments. I would not mind writing if there were not so many guidelines to follow. I just hope that I am able to continue my education and do not get frustrated with these assignments coming up. Unfortunately, I know this is not going to get easier. As a result, I have to stop putting things off, have better time management, organization, and better studying skills.Again, I cannot express how important it is for me to enhance my education. I am not a dumb person, but I think I can be even smarter by going back to school. I have great common sense. Therefore, with gaining more education I think I will be a genius in my own world. Another reason for furthering my education is to be the first to receive my degree in my family. Continuing My Education4 Quite of few of us have been going to school for a while, but we quit. Consequently, I hope by receiving my degree this will make some of my family embers want to go ahead and get their degree. In addition, I want to be an inspiration for my daughter. I know many of times I hear parents tell their children that furthering their education is important, but they do not have a degree their-selves. When a child sees that, he or she is not inspired as much to further their education. I was determined not to let that stop me though from going back to school, because no one else has any degree in my family. Thus, I think it is important to have that degree under my belt.I have to remember whatever is going on in my life I have to accomplish this goal this time around. I cannot keep coming up with excuses. If I do not finish this time I will never finish. In addition, you are never too old to accomplish anything in life. Life is short, so I have made the best of it and try to accomplish as many goals as I can. I hope that when I graduate and receive my degree I can write a complete paper about fulfilling my goal. Continuing My Education5References Sole, K. (2010). Essentials of College Writing. Retrieved from https://content. ashford. edu/AUENG121. 10. 1

The National Alliance For End Homelessness Essay - 2163 Words

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