Negotiating Agreement Without In Penguin -Myassignmenthelp.Com

Question: Examine About The Negotiating Agreement Without In Penguin? Answer: Presentation The PATCO (Professional Air Traffic Controllers Organization) association was endeavoring to arrange another work the board contract with the FAA. The agreement was dismissed by 90% of the individuals and Robert Poli, the association head utilized the strategy of offering better bundle from the FFA. In any case, when no vain outcome was found, Poli made strike move against the' FAA. This demonstration of arranging is viewed as unscrupulous in light of the fact that as per recently marked agreement with FAA, strike activity was disallowed and rendered unlawful. Henceforth, by making this stride, the association surpassed its position. It is vital for association mediators to take an almost negligible difference and never surpass their position (Fisher, Ury and Patton 2011). Nonetheless, by going towards strike activity, the association submitted a dishonest or unlawful act. Since the strike activity by the association was wrong, the legislature made the stride of terminating every single striking controller from their activity and forcing a few million dollars for each day fine for infringement. Poli was detained and every single striking controller were prohibited from any further work. This demonstration of the administration is correct on the grounds that when an association arbitrator surpasses their position, they are considered to be rebuffed. Such acts by the association arbitrator ought to be promptly restricted in light of the fact that such activity hurts the entire network or individuals from the network as well (Delreux and Kerremans 2010). Subsequently, the administrations activity is correct on the grounds that the moderator is at risk to pay remuneration or fine when they break agreements and arrangement rules. Robert Poli, the association illustrative of PATCO was to blame in separating the arrangement in light of the fact that as opposed to remaining in the constraints of his power, he damaged the exchange standards by the breaking the agreement marked by FAA. Protesting in typical when arrangement fizzles, anyway Poli did the misstep of disregarding the past agreement marked with FAA where he was carefully restricted from making any strike move. Consequently, notwithstanding marking this agreement, Polis guidance to PATCO to strike activity against FAA was a mix-up. They can show a specific level of militancy in satisfying associations request, anyway they can't show their validity by surpassing their position. Rather than going for strike, PATCO could have made the move of speaking with the individuals again to determine the contention. Since the FAA didn't consented to show signs of improvement bundle, Poli could have cooperated with individuals to clarify them the advantages of going for work the board contract even without constitution. By taking a gander at the advantages of the agreement, the contention between the two gatherings could have been settled and the association would not need to experience hurtful results (Moorthy and Ghosal 2017). Another methodology that Poli could have taken was to deal with the issue morally as opposed to penetrating the agreements. He could have done the exchange before the individual from PATCO with the goal that they could comprehend the purposes behind constraining concessions. This would have caused Poli to show to their individuals that he can just exhibit solidarity, anyway he doesn't has the position to get the ideal concessions from the other party. A portion of the correspondence difficulties and obstructions that Barry, food administration supervisor at an easygoing eating café, faces in his work are as per the following: Language and social hindrance in correspondence: Barry has the job of regulating workers at the rear of the house. Notwithstanding, extraordinary age gathering of workers and their diverse social and ethnic foundation is a test in correspondence for Barry. This is on the grounds that many do utilize English as an essential language and during preparing for sanitation issues, they may not follow the guidance given by Barry. This is probably going to make misconception and correspondence issues at the café (De Jesus-Rivas, Conlon and Burns, 2016). High turnover rate: High turnover rate and surged preparing plans for representatives is another hindrance to viable correspondence with workers as Barry neglects to give satisfactory sanitation trainings to laborers Barry can find a way to address the difficulties and hindrances referenced previously: As representatives from various language and social gatherings are working at the café, Barry can comprehend the issue by utilizing translators during instructional meeting so all workers get directions and give input (Badruddin and Arif, 2017). Barry can likewise address the language hole by demonstrating approaches to rehearse sanitation at the eatery rather than verbally letting them know. Since high turnover makes hole in correspondence, Barry needs to put time in instructional course so no workers gets put without getting the necessary preparing. Extra time and cost is required in this undertaking. Barry can rouse workers by taking part in open correspondence with representatives and inquisitive them about any hindrances that keep them from following sanitation convention. The demonstration of listening is probably going to connect with workers and increment their inspiration to reaction during gatherings (Mikkelson, York and Arritola 2015). The principles working method (SOPs) that Barry could hope to uphold to advance sanitation rehearses in the eatery are: Barry can make SOPs to list down stepwise systems to hand washing such given guidance in regards to how to wash hand, utilizing cleansers from containers, washing fingers completely and drying hand utilizing towels or mechanical dryer In similar manners, SOPs can be authorized in regards to use of glove and utensil and individual cleanliness The most significant need is list down approaches to deal with, got, defrost and store nourishments. Barry can go about as a help for representatives to follow safe food dealing with rehearses by: Transparently speaking with representatives and clarifying them about the advantages of safe dealing with rehearses for their own security and wellbeing of shoppers Taking input from representatives in regards to the difficulties they face in executing sanitation conventions Valuing any representatives who consent to sanitation conventions. This will propel others to follow a similar daily schedule and such strategies will improve inspiration of representatives to follow the sanitation rules. Reference: Badruddin, S. what's more, Arif, S., 2017. Past the Language Barrier Speak,See,Help Me.J Nurs Care,6(418), pp.2167-1168. De Jesus-Rivas, M., Conlon, H.A. what's more, Burns, C., 2016. The effect of language and culture assorted variety in word related safety.Workplace wellbeing safety,64(1), pp.24-27. Delreux, T. furthermore, Kerremans, B., 2010. How operators debilitate their principals motivations to control: The instance of EU moderators and EU part states in multilateral negotiations.European Integration,32(4), pp.357-374. Fisher, R., Ury, W.L. furthermore, Patton, B., 2011.Getting to yes: Negotiating understanding without yielding. Penguin. Mikkelson, A.C., York, J.A. furthermore, Arritola, J., 2015. Correspondence ability, initiative practices, and worker results in director representative relationships.Business and Professional Communication Quarterly,78(3), pp.336-354. Moorthy, D.M. what's more, Ghosal, M., 2017. An examination on an expository way to deal with powerful correspondence to determine clashes at industries.People: International Journal of Social Sciences,3(2).

A Comparison Between ?Traveling through the dark? and ?A Noiseless, Pa

A Comparison Between â€Å"Traveling through the dark† and â€Å"A Noiseless, Patient Spider†      William Stafford’s "Traveling through the dark" is perfectly composed sonnet that communicates one of life’s most testing perspectives. It is the tale of a man’s single battle to manage an awful occasion that he experiences. Driving down a limited mountain street, â€Å"Traveling through the dark,† the storyteller of the sonnet experiences a deer. This line may trick the peruser into accepting the sonnet has a cheerful topic in any case, the principal expression of the subsequent line switches this conviction. The deer is really â€Å"dead on the edge of the Wilson River Road† (2, 911). The explorer chooses to send the deer over the edge of the gulch, in light of the fact that â€Å"to turn may make more dead† (4, 911). This line shows that in the event that he fizzles or â€Å"swerves† in his choice, the deer could cause a mishap on the limited street that may cost more lives. The storyteller continues with his tragic assignment. He moves toward the deer and sees that it is an ongoing executing. He hauls her off to the roadside, taking note of that she is â€Å"large in the belly† (8, 911). The storyteller before long finds that the deer is pregnant, and that her grovel is as yet alive. As of now he dithers, upset over the choice he realizes he should make. Looked by the ramifications of this choice, the storyteller thinks about his environmental factors: his vehicle looks forward into the haziness with its brought down leaving lights, murmuring its consistent motor; he stands â€Å"in the glare of the warm fumes turning red,† (15, 912) and can â€Å"hear the wild listen† (16, 911). These depict the uneasiness he feels about his obligation. The embodied vehicle is hopefully anticipating his choice, anxious to get going once more. The wild takes on human capacities likewise, quietly seeing the result it realizes must be, yet wanting to be something else. As the storyteller considers the entirety of this, the taillights of the vehicle enlighten him in their red light. This is intelligent of the increased feelings he is encountering, yet in addition infers the wicked destiny of the deer and her unborn grovel. The storyteller thinks â€Å"hard for us all† (17,912) and continues with the undertaking he had focused on sin ce the start. He drives the deer and her unborn grovel to the brink into the waterway. There is substantially more to â€Å"Traveling through the dark† than its exacting story. The ... ... wishes to underline this point by making the string that the creepy crawly will use to dispatch itself into the air attracted out to an extraordinary. The creepy crawly is resolute in its mission, thus also is the spirit. The spirit, similar to the bug, is tossing out a "gossamer string to get somewhere" (10, 810). Also, similar to the arachnid, the spirit is willing and ready to hold up until the second will show up that is perfect to start its movements. In any case, similar to the bug's delicate silk, this scaffold is likewise slight and inclined to breakage from a reckless demonstration or an unheeding nature. Along these lines, despite the cautious and conscious demonstration of tossing out a fiber to get on some obscure "sphere", it is conceivable that the spirit may never arrive at its goal. For Whitman, that is both the energy and the terror factor, all things considered, Maybe he is conveying to the peruser the possibility that however one may never get to where one is going, still, the excursion is significant.      Although by the language and the components inside these two sonnets appear to be altogether different, the understanding recommends that the two of them talk about man’s venture through life. The physical in one, and the profound in the other.

What Is Reinforcement in Operant Conditioning

What Is Reinforcement in Operant Conditioning Theories Behavioral Psychology Print Positive and Negative Reinforcement in Operant Conditioning How Reinforcement Is Used in Psychology By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Medically reviewed by Medically reviewed by Steven Gans, MD on June 21, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on July 15, 2019 Thomas Barwick / Taxi / Getty Images More in Theories Behavioral Psychology Cognitive Psychology Developmental Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology In This Article Table of Contents Expand Reinforcement in Psychology Primary and Secondary Types Examples Influences Continuous Reinforcement Partial Reinforcement View All Back To Top One of the many different ways in which people can learn is through a process known as operant conditioning (also known as instrumental conditioning).?? This involves learning through reinforcement or punishment. The type of reinforcement used can play an important role in how quickly a behavior is learned and the overall strength of the resulting response. Understanding Reinforcement in Psychology Reinforcement is a term used in  operant conditioning  to refer to anything that increases the likelihood that a response will occur. Psychologist B.F. Skinner is considered the father of this theory. Note that reinforcement is defined by the effect that it has on behaviorâ€"it increases or strengthens the response.?? For example, reinforcement might involve presenting praise (the reinforcer) immediately after a child puts away her toys (the response). By reinforcing the desired behavior with praise, the child will be more likely to perform the same actions again in the future. Reinforcement can include anything that strengthens or increases a behavior, including specific tangible rewards, events, and situations. In a classroom setting, for example, types of reinforcement might include praise, getting out of unwanted work, token rewards, candy, extra playtime, and fun activities. B.F. Skinner: The Life of Psychologys Radical Behaviorist Primary and Secondary Reinforcement There are two major categories of reinforcement: Primary reinforcement: Primary reinforcement is sometimes referred to as unconditional reinforcement. It occurs naturally and doesnt require learning in order to work. Primary reinforcers often have an evolutionary basis in that they aid in the survival of the species. Examples of primary reinforcers include food, air, sleep, water, and sex. Genetics and experience may also play a role in how reinforcing such things works. For example, while one person might find a certain type of food very rewarding, another person may not like that food at all.Secondary reinforcement:  Secondary reinforcement, also known as conditioned reinforcement, involves stimuli that have become rewarding by being paired with another reinforcing stimulus. For example, when training a dog, praise and treats might be used as primary reinforcers. The sound of a clicker can be associated with the praise and treats until the sound of the clicker itself begins to work as a secondary reinforcer. Types of Reinforcement In operant conditioning, there are two different types of reinforcement. Both of these forms of reinforcement influence behavior, but they do so in different ways. The two types include: Positive reinforcement  involves adding something to increase response, such as giving a bit of candy to a child after she cleans up her room.Negative reinforcement  involves removing something in order to increase response, such as canceling a quiz if students turn in all of their homework for the week. By removing the aversive stimulus (the quiz), the teacher hopes to increase the desired behavior (completing all homework). While these terms involve the words positive and negative, its important to note that Skinner did not utilize these to mean good or bad. Instead, think of what these terms would mean when used mathematically. Positive is the equivalent of a plus sign, meaning something is added to or applied to the situation. Negative is the equivalent of a minus sign, meaning something is removed or subtracted from the situation. Examples of Reinforcement in the Real World Here are a few real-world examples of how reinforcement can be utilized to change a behavior: Examples of Positive Reinforcement During practice for your office softball team, the coach yells out, Great job! after you throw a pitch. Because of this, youre more likely to pitch the ball the same way again. This is an example of positive reinforcement.At work, you exceed your managers sales quota for the month and so you receive a bonus as part of your paycheck. This makes it more likely that you will try to exceed the minimum sales quota again next month. This is another example of positive reinforcement. Examples of Negative Reinforcement You go to your doctor to get your yearly flu shot in order to avoid coming down with the flu. In this case, you are engaging in a behavior (getting a shot) to avoid an aversive stimulus (getting sick). This is an example of negative reinforcement.You slather some aloe vera gel on a sunburn to prevent the burn from hurting. Applying the gel on the burn prevents an aversive outcome (pain), so this is an example of negative reinforcement. Because engaging in the behavior minimizes an aversive outcome, you will be more likely to use aloe vera gel again in the future. This is another example of negative reinforcement.You take acetaminophen to  get rid of a terrible headache. After about 15 or 20 minutes, the pain in your head finally recedes. Because taking the pills allowed you to eliminate an aversive situation, it makes it more likely that you will take the pain pills again in the future to deal with physical pain. This is another example of negative reinforcement. Factors That Influence the Strength of the Response How and when reinforcement is delivered can affect the overall strength of a response. This strength is measured by the persistence, frequency, duration, and accuracy of the response after reinforcement is halted. Continuous Reinforcement In situations when present reinforcement is controlled, such as during training, the timing of when a reinforcer is presented can be manipulated. During the early stages of learning, continuous reinforcement is often used, such as when you first teach your dog a new trick. This  schedule involves reinforcing a response  each and every time it occurs. Partial Reinforcement Once a behavior has been acquired, its often a good idea to switch to a partial reinforcement schedule. The four main types of partial reinforcement are: Fixed-ratio schedules: Reinforcing a behavior after a specific number of responses have occurred.Fixed-interval schedules: Reinforcing a behavior after a specific period of time has elapsed.Variable-ratio schedules: Reinforcing the behavior after an unpredictable number of responses.Variable-interval schedules: Reinforcing the behavior after an unpredictable period of time has elapsed. A Word From Verywell Reinforcement plays a vital role in the operant conditioning process. When used appropriately, reinforcement can be an effective learning tool to encourage desirable behaviors and discourage undesirable ones. Its important to remember that what constitutes reinforcement can vary from one person to another. In a classroom setting, for example, one child may find a treat reinforcing while another might be indifferent to such a reward. In some instances, what is reinforcing might actually come as a surprise. If a child only receives attention from his parents when he is being scolded, that attention can actually reinforce misbehavior. By learning more about how reinforcement works, you can gain a better understanding of how different types of reinforcement contribute to learning and behavior.

Essay about The Things they Carried Symbolism - 772 Words

The Things They Carried: Essay Prompt Two Tim O’Brien writes about both the physical objects they carry as well as their emotional burdens. The objects that these soldiers carry serve as a symbolism for what they are carrying in their hearts and minds. The soldiers carry items varying from pantyhose, medicine, tanning oil, and pictures. Jimmy Cross is an inexperienced sophomore in college, he signs up for the Reserve Officers Training Camp because his friends are doing the course. Jimmy Cross doesn’t want anything to do with the war or anything to do with being a leader. The item that Jimmy Cross carries with him are pictures of his classmate named Martha. The pictures of Martha symbolizes many things for Jimmy Cross. He is absolutely†¦show more content†¦This can be true for a lot of fictional stories, while writing this type of literature an author must have previous background information or experiences to create a story. Tim O’Brien wrote a compellin g novel that kept you in awe about whether or not the story could be a true experience or if it’s just a crazy story he devised. O’Brien casts doubt on the veracity of the story to let you experience what the war felt like for him. When him and his fellow soldiers would sit around the campfire telling stories some where obviously made up for entertainment while others actually were authentic. This is how you have to view the book as like you are there with the troops listening to these war stories and deciding for yourself whether or not you believe them. The underlying theme isn’t really the vietnam war in itself, its the act of storytelling. One example of when the author causes us to be unsure of the truth is when he talks about the vietnamese man he killed. Then we find out that it wasn’t O’Briens fault from Kiowa to leave us in an even more confused state. He wrote this because he wanted to describe to us that even if he didn’t kill the man, it felt like he was responsible, because in a way he felt like the mysterious man was him. This particular event increases our understanding of the story because this is what it felt like to be in the war. You would blame yourself for the death of a fellow soldier or imagine your own self dead. The element ofShow MoreRelatedSymbolism In The Things They Carried1368 Words   |  6 Pages The Things They Carried Lorraine Fonger South University Composition III/Literature ENG1300 Colette Morrow October 29, 2017 The Things They Carried How many â€Å"things† do you carry with you every day? Everybody carries things that symbolize who they are or where they are from. Those things may be heavy, light, or even things that you cannot see. In the short story â€Å"The Things They Carried† by Tim O’Brien, he introduces a lot of symbolism in every object mentioned, many of them you can seeRead MoreSymbolism in The Things They Carried Essay1104 Words   |  5 PagesA. Park The Things They Carried The symbols in Tim O’Brien’s â€Å"The Things They Carried† are essential to understanding the soldiers and their lives during the Vietnam War. At the opening of the story, Lieutenant Jimmy Cross would dig into his foxhole and read the letters while imagining romance with Martha; however, at the end of the story after the death of Ted Lavender, he â€Å"crouched at the bottom of his foxhole and burned Martha’s letters† (402). The inner feelings of Cross would be mistakenlyRead MoreSymbolism In Tim OBriens The Things They Carried1969 Words   |  8 Pagesstory â€Å"The Things They Carried† (pg. 433), the story follows Lieutenant Jimmy Cross and his command during the Vietnam War. Lieutenant Cross constantly spends most of his time fantasizing about a girl named Martha, who he has an unrequited crush on. However after witnessing the death of one of his soldiers, while he was preoccupied thinking about Martha, Cross feels guilty and realizes that he needs to focus on leading his command. I believe that O’Brien’s â€Å"The Things They Carried† use imageryRead MoreSymbolism in Tim O’Brien’s The Things They Carried Essays978 Words   |  4 Pagesexperience in Vietnam, â€Å"The Things They Carried† is a short story that introduces the reader to the experiences of soldiers away at war. O’Brien uses potent metaphors with a third person narrator to shape each character. In doing so, the reader is able to sympathize with the internal and external struggles the men endure. These symbolic comparisons often give even the smallest details great literary weight, due to their dual meanings. The symbolism in â€Å"The Things They Carried† guides the reader throughRead MoreSymbolism in Tim O Briens quot;The Things They Carriedquot;605 Words   |  3 PagesSymbolism In The Things They Carried In Tim OBriens story The Things They Carried we see how OBrien uses symbolism in order to indirectly give us a message and help us to connect to what the soldiers are thinking and feeling. During a war soldiers tend to take with them items from home kind of as a security blanket. The items they normally take with them tend to reveal certain characteristics of their personality. Henry Dobbins is the guy who loves to eat so he made sure he took someRead MoreHeroism In Tim OBriens The Things They Carried1684 Words   |  7 Pageswar. A more realistic rendition of war is seen in Tim O’Brien’s short story, The Things They Carried. Throughout the story, O’Brien uses metafictional characters to portray the physical and emotional burdens carried by American soldiers who were forced to conform to societal expectations upon being drafted for the Vietnam War. The literary elements O’Brien uses throughout the story to convey this theme are symbolism, imagery, tone, and inner conflict of the protagonist. The Vietnam War, which lastedRead MoreThe Things They Carried By Tim O Brien865 Words   |  4 Pageswho enter here.† Dante Alighieri. Hope is an anodyne. In times of war many soldiers require a buffer to alleviate the pain of witnessing the horrors of the war zone reality. This may manifest as emotional baggage, a reoccurring theme in â€Å"The Things They Carried† by Tim O’Brien. Emotional baggage transcends the physical weight it manifests that was in the soldier’s packs. Emotional baggage can manifest as something intangible, like an obsession, or take on physical weight and mass, like something thatRead MoreEssay about Literary Techniques in The Things They Carried1276 Words   |  6 PagesIn The Things They Carried, Tim O’Brien uses many such techniques to provide more depth to his book. Four literary techniques used by Tim O’Brien are symbolism, pathetic fallacy, irony, and juxtaposition. One literary technique prominent in The Things They Carried, particularly in the story by the same name, is symbolism. Throughout this story, O’Brien mentions all the things that the soldiers carry with them, both physical and emotional. However, the physical items that the men carried is moreRead MoreThe Things They Carried by Tim OBrien1154 Words   |  5 PagesThe novel The Things They Carried by Tim OBrien begins by Mr. OBrien describing his dramatical events that happened during the middle of his Vietnam experience while he was fighting in the war. Mr. OBrien received his draft notice in the month of June in the year of 1968. When he received this notice Mr. OBrien had feelings of confusion, and that drove him to go north to the Canadian border, and it had him contemplating if he wanted to cross it or not because he does not want to be forced toRead MoreSymbolism In The Tell Tale Heart And The Tell Tale Heart987 Words   |  4 Pages How does the symbolism affect the meaning of a written piece, does it make it more or less important? Symbolism is used to represent ideas; that may imply deeper, hidden meaning than what the text directly states. Symbolism can be used in different ways throughout different books; for example, â€Å"The Tell-Tale Heart†, by Edgar Allen Poe and â€Å"Once upon a Time†, by Nadine Gordimer, contain a variety of symbolism that have the possibility of having two or more meanings. The problem with this is identifying

School Violence Throughout The United States - 1233 Words

Executive Summary School violence in the U.S. Violence in the form of school shooting has become more common in recent years. Violence occurs in both inner city and small, suburban schools. Some of the devastating effects of school violence have been reported by media sources, and the school as an educational institution is compromised when students no longer feel comfortable or safe there. School violence affected about 1.2 million students in the U.S. According to Law Library, the frequency and severity of school violence changed dramatically in 1990s. Schools across the country have had to adapt to increased threats of violence and fear. School violence in the U.S. reached a peak in 1993, according to the National Center for Education†¦show more content†¦In many cases, school violence is a consequence of untreated mental health issues. â€Å"Although studies suggest a link between mental illnesses and violence, the contribution of people with mental illnesses to overall rates of violence is small, and further, the magnitude of the relationship is greatly exaggerated in the minds of the general population (DeVoe, 2009).† Problem/Issue Mental illness Mental illness of students is the primary cause of school violence, and school-based prevention and counseling programs are the best solution to curb such violence. Mental illness is a condition that greatly affects a person’s thoughts and behaviors. The majority of teachers do not have the proper training to support students with a mental illness. When they become hurt by activities that happen at school, such as being ridiculed or bullied by other students. Hence, they may become very angry at others. Conditions like depression, schizophrenia and bipolar disorder cause emotional instability and distorted thinking patterns that may increase the likelihood of violent behavior II. Findings/Results School violence being addressed by school-based programs designed to prevent, stop, and reduce violent and aggressive behavior in students. Many serious forms of violent crime such as sexual assault, murder, or aggravated assault occur in schools and more today. Conditions such as

Imagine you are a southern soldier Free Essays

Today Is July 4th 1863, the day after the battle ended. Brother Bob and myself fought bravely under Confederate General Robert E. Lee. We will write a custom essay sample on Imagine you are a southern soldier or any similar topic only for you Order Now At the start of the whole thing we were quite confident in our ability to win due to the astounding victory at the Battle of Chancellorsville, Virginia, in May 1863. We all felt extremely good in the direction this was heading, as General Lee only intended to collect supplies from Pennsylvania farmland He also believed that we needed to leave poor Virginia alone, as the majority of the fighting had ccurred there already, Us Confederates only wanted to threaten those Yankees. stop everybody wanting to fight, but most importantly, win a battle on Yankee soil. That would teach them to respect our Southern pride and traditions. l, personally, dont necessarily want to be fighting all these other good men, but my Southern culture is being threatened. Surely you understand that Aunt Caroline. No one wants their lifestyle to be taken away from them. Anyway Aunt Caroline, let me tell you all about the fighting. We started ott Northwest ot the city ot Gettysburg, Pennsylvania on July 1st. s confederates were fighting with 30,000 men and we had the Yankees outnumbered by 10,000. we were able to defeat them the first day although we werent so lucky for the rest. On the 2nd day of fighting, the union army brought 90,000 men to fight our 70,000 confederates. The fighting seemed to stay back and forth all of the 2nd day but I believe that the union army still had the upper hand on us at the end of the day. On the 3rd day of fighting we were atop Culp’s Hill ready to fight those Yankees! General Lee came up with the plan to charge the center of the union line on Cemetary Ridge with 12. 00 Confederate men. This attempt was destroyed by union rifle and artillery fire. and we took great losses to our Confederate army. Lee led our army on a torturous retreat back to Virginia. Everyone is guessing that around 51,000 men from both sides died in the past few days here. I’m so very thankful that myself and Brother Bob made it through the fighting easily. The only unfortunate thing is that I managed to stub my toe during the night and now have quite the nasty bruise. I cant wait to get home to everyone soon Aunt Caroline, but please pass on the message that everyone is safe. Wth Love, Jimmy imagine you are a southern soldier By annachristinelee Things were rough here at the battle of Gettysburg. Today is July 4th 1863, the day Lee only intended to collect supplies from Pennsylvania farmland. He also believed occurred there already. Us Confederates only wanted to threaten those Yankees, stop everybody wanting to fght, but most importantly, win a battle on Yankee soil. That would teach them to respect our Southern pride and traditions. l, personally, don’t necessarily want to be fghting all these other good men, but my Southern culture is ifestyle to be taken away from them. Anyway Aunt Caroline, let me tell you all about the fghting. We started off Northwest of the city of Gettysburg, Pennsylvania on July 1st. Us confederates were fighting with 30,000 men and we had the Yankees outnumbered by 10,000. We were able to defeat them the first day although we weren’t so lucky for the rest. On the 2nd day of fighting, the Union army brought 90,000 men to fight our 70,000 confederates. The fghting seemed to stay back and forth all of the 2nd day but I believe that the Union army still had the upper hand on s at the end of the day. On the 3rd day of fghting we were atop Culp’s Hill ready to fght those Yankees! General Lee came up with the plan to charge the center of the Union line on Cemetary Ridge with 12,000 Confederate men. This attempt was destroyed by Union rifle and artillery fire, and we took great losses to our Confederate unfortunate thing is that I managed to stub my toe during the night and now I have quite the nasty bruise. I can’t wait to get home to everyone soon Aunt Caroline, but please pass on the message that everyone is safe. How to cite Imagine you are a southern soldier, Papers

Constitution of Opqr Pty Ltd

Question: Describe constitution of opqr pty ltd. Answer: Part A: General Terms and Conditions: 1. Definitions: The following definition shall be applicable in the constitution of OPQR PTY LTD (OPQR), unless otherwise provided: Act shall mean the Australian Corporation, 2001 ASIC means the Australian Securities and Investment Commission. Company shall mean OPQR Pty Ltd. Constitution means the constitution of OPQR Pty Ltd. Director means the director that is appointed by the shareholders and other members of the organization. Dividend means any provisional or concluding dividend Member Present shall mean the member who are present at the time of a meeting and are called for such meetings either by themselves or by the attorney, proxy or any other corporate body. Preference Rate shall mean the rate that is calculated by the directors based on the percentage of shares held by each of the shareholder. Seal means any common seal of the company. Securities means the shares as per the Act. 1.1 Interpretation: The words in this constitution that are stated in bold, italics or headings are only for understanding and the meaning of the words remain unchanged unless specified otherwise. 2. Replaceable Rules: The replaceable rules shall be applicable to the class of preference share. 3. Issue of Shares: The Directors of the company have the authority to issue shares in the Company, the shares, however, may include limited shares or options of shares, or as the Director may think fit. Subject to the Act, a share or an options share may be issued. Each of the shares shall have restrictions imposed on them and may be accompanied by special rights. Classes of Shares: 3.1 Preference Shares An H class of preference share is issued and shall be subject to the following conditions on the member who holds it: The right to attend and receive notice of meetings The right to obtain payment of the dividend from the share that is issued. The rights of the members who hold such shares are contained as part of this constitution. An I class of preference share is issued and shall be subject to the following conditions on the member who holds it: The rights to attend and receive notice of meetings of the undertaking and at the same time also have the right to use one vote for each poll. The right to obtain payment of the dividend from the share that is issued The rights of the members who hold such shares are contained as part of this constitution. An J class of preference share is issued and shall be subject to the following conditions on the member who holds it: The rights to attend and receive notice of meetings of the undertaking and at the same time also have the right to use one vote for each poll. The right to obtain payment of the dividend from the share that is issued The rights of the members who hold such shares are contained as part of this constitution. 3.2 Redeemable Preference Share: A K class of preference share is issued and shall be subject to the following conditions on the member who holds it: The rights to attend and receive notice of meetings of the undertaking and at the same time also have the right to use one vote for each poll. The right to receive dividend on the share that is issued. The rights of the members holding redeemable shares are contained as part of this constitution. An L class of preference share is issued and shall be subject to the following conditions on the member who holds it: The right to attend meetings and receive notice of meetings, however, there may be no right to vote in the meeting. The right to payment of a cumulative preferential Dividend The rights of the members shall be contained in this constitution An M class of preference share is issued and shall be subject to the following conditions on the member who holds it: The rights to attend and receive notice of meetings of the undertaking and at the same time also have the right to use one vote for each poll. The right to payment of a cumulative preferential Dividend The rights of the members shall be contained in this constitution 3.3 Preference and Redeemable Shares Generally: preference shares is issued by the company. The share includes preference shares or redeemable shares at the option of the company. The members who hold preference share have the right to receive dividend of share and the dividend may be cumulative with respect to the Dividends or may be non-cumulative. The members of such issue of share have the right to receive payment out of the profits of the company. The payment may be cumulative depending on the dividends. The payment may be non-cumulative as well. the members who hold the preference share have the right to wind up the company. The members have the right to wind up the company or reduce the capital of the company. The members who hold cumulative preference shares have the right to wind up the company or reduce the capital of the company. The members who hold redeemable preference share is subject to the following terms and conditions, the company has the option to redeem the share the members hold at any time concerning the total number of shares that the members hold. The company has the right to redeem the shares at any point of time irrespective of the total number of shares that the members hold. payment of the price issued on the share. In case of a cumulative preference share payment of the accrued dividend that is unpaid. The member who holds the preference share shall have the same right as the member who holds an ordinary share. Both the members shall have the right to attend meetings and receive notice of meetings. the holder of a preference share shall have the same right as the member of an ordinary share. the member who holds a preference share does not have the right to vote in a meeting, other than this all other rights of the shareholder are same as the holder of an ordinary share. the holder of a preference share does not have the right to vote in meetings except invited on a proposal. the member shall be told to attend the meeting and vote with respect to the share capital of the economy, the rights that are associated with the share that was issued, for a decision that is pending for the winding up of the company and disposal of the property of the company. at the time when the company is winding up, the members of the company have the right to exercise their right to vote. At the time of redemption of such a share, the capital of the company shall be adjusted to reflect the redemption. The certificate of share for each preference must state the class to which it belongs. Part B Section 124: A company has similar legal powers and capacity like that of individuals both outside and within the jurisdiction. According to section 124 subsection 1 of the Corporations Act, 2001, a company has legal authority and rights, which are same to that which an individual possesses. This section provides the details of the powers and rights of a registered company (Brown and Sukys 2012). According to this section, the company has the power to issue shares and it has the power to cancel the shares that are issued. The company has the right to issue redeemable or irredeemable debentures. The company has the liberty of revising the options that are available with regard to the issue of shares of the company. The shares include the used shares as well as the unused shares. A registered company can also conduct a fair division of property. The division is conducted between the members of the company; the benefits can be taken either in cash or in kind. The company shall also be given the auth ority to grant a capital called uncalled capital. The company has the responsibilities to make proper arrangements for the registration of the company (Brown and Sukys 2012). Registration of the company is very important because it was often seen that the rights of the company were mixed with the rights of the members if the company. The main reason for the incorporation of this section was to ensure that the company is treated like a separate entity distinct from their members. Section 129 (1): Part 2B of the Corporations Act, 2001, contains sections 128 and 129. Both the sections are interrelated. According to section 128 of the Act, an individual can make deductions under section 129 of the Act concerning the dealings and workings of the company (Cavitch 2015). The company cannot declare a proceeding as illegal based on assumptions. This section gives the authority to the company to make assumptions under section129 of the Act. According to section 129, subsection 1 of the Act, an individual can make assumptions that the Corporations Act, 2001 and the constitution of the company that has replaceable rules bind a company. Section 588M (3): Section 588G of the Corporations Act, 2001 imposes an obligation on the directors of the company to prevent trading that is insolvent in nature. An insolvent trading occurs when the company is not able to or is not in the position to pay the debts that it is entitled to pay to its debtors (Cavitch 2015). In such a situation, the company can be declared as insolvent. Section 588M gives authority to the creditor, who has suffered loss because of the director, who has contravened any of his duties as a result of which the company is unable to pay the debt of the creditor. The creditor has to prove that he or she suffered a loss because the company has become insolvent or the debt was not paid to him at the time when the company suffered the loss and lastly, when the company is wound up. Only when these conditions are satisfied, a company can be declared as insolvent (Godwin 2014). According to section 588M (1) (d), a creditor must be entitled to compensation if they establish that the directors contravened their duty because of which the company suffered loss. However, many people do not known the concept of insolvent trading and the doctrine of corporate veil is also applicable in certain scenarios. The shareholders of the company can hold the directors of the company for breaching their duties in a way in which the company became insolvent. The doctrine of lifting of corporate veil is also applied here especially when companies are in an insolvent trading. In such scenarios, the shareholders may hold the directors liable for breach of trust and breach of duties. It is because of this, that this section was included in the Corporation Act. Hence, to hold the directors liable for breach of trust section 588M was included in the Corporations Act, 2001 (Godwin 2014). Reference List: Brown, G. and Sukys, P., 2012.Business Law with UCC Applications Student Edition. McGraw-Hill Higher Education. Cavitch, Z., 2015.Business Trusts(Vol. 2). Business Organizations with Tax Planning. Chen, V., Ramsay, I. and Welsh, M.A., 2016. Corporate Law Reform in Australia: An Analysis of the Influence of Ownership Structures and Corporate Failure.Australian Business Law Review,44(1), pp.18-34. Folsom, R.H., Gordon, M.W., Spanogle, J.A., Fitzgerald, P.L. and Van Alstine, M.P., 2012. International business transactions: a problem-oriented coursebook. Godwin, A., 2014. Teaching Transactional Law-A Case Study from Australia with Reference to the US Experience.Transactions: Tenn. J. Bus. L.,16, p.343 Hanrahan, P.F., Ramsay, I. and Stapledon, G.P., 2013. Commercial applications of company law.COMMERCIAL APPLICATIONS OF COMPANY LAW, CCH Australia Ltd,. Latimer, P., 2012.Australian Business Law 2012. CCH Australia Limited. Lee, P.W., 2016. Shareholders' Reserve Power: Implied Terms Public Policy.Journal of Business Law, pp.128-138. Levy, J., 2015. Tax files: Corporate reconstruction stamp duty: Another one way freeway for SA?.Bulletin (Law Society of South Australia),37(6), p.40. Marginson, S., 2015. Is Australia overdependent on international students?.International Higher Education, (54). McAdams, T., Neslund, N., Zucker, K.D. and Neslund, K., 2015.Law, business, and society. McGraw-Hill Education. Miller, R., 2015.Business Law Today, Standard: Text Summarized Cases. Nelson Education. Morrison, D. and Anderson, C., 2015. Is corporate rescue a realistic ideal? Business as usual in Australia and the United Kingdom.Nottingham Insolvency and Business Law e-Journal,2015(3), pp.417-435. Semple, N., Pearce, R.G. and Knake, R.N., 2013. A Taxonomy of Lawyer Regulation: How Contrasting Theories of Regulation Explain the Divergent Regulatory Regimes in Australia, England and Wales, and North America.Legal Ethics,16(2), pp.258-283. Taylor, M., 2013. Wrestling with giants-a critical account of supermarket power and competition laws in Australia and United Kingdom.Australian Business Law Review. Welsh, M., 2014. Realising the public potential of corporate law: Twenty years of civil penalty enforcement in Australia.Fed. L. Rev.,42, p.217.

Sitting on the Bench free essay sample

Do you know what it feels like to sit on the bench? Watch everyone make the spectacular catch or the perfect hit? Unfortunately I was in that position. My sophomore year of high school was great, I was the captain of my J. We will write a custom essay sample on Sitting on the Bench? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page V. football team, I had a great bunch of great friends and I was on the J.V. baseball team. I was thrilled to be playing another year of baseball for my great school, Arrowhead. Their was a problem, I had two other kids at my positions and they were great players. My coach gave me a chance to start at that position the second game into the season and o man did I screw up. I had errors left and right and couldn’t hit the ball if my life depended on it. After that game I thought I would never play an inning for the rest of my J.V. career. Couple of weeks went by and I didn’t play, but I hung in there and went to all the practices and games routing on my teammates. Then came the first game I came back. I didn’t start the game but coach had me hit for a person on the team. We didn’t have just any normal team; we broke the record for a J.V. team for best record with 23 wins and 2 losses. As I stepped in the batter box I take a big swing and missed and the count now is zero balls and one strike. I took a deep breath, got all of the nerves out and on the next pitch hit a line drive into left field, bringing home a run. By me bringing that runner in, that ended up being the game winning RBI. I will never forget that year. I enjoyed every game I played and didn’t play. I am the most blessed person to be on that baseball team with the greatest guys and friends a teammate could have.

Louis XIV and his relations with the Papacy Essays

Louis XIV and his relations with the Papacy Essays Louis XIV and his relations with the Papacy Paper Louis XIV and his relations with the Papacy Paper Essay Topic: History Louis religious policies were driven by his self image of a Most Christian King who had divine right to rule as he saw fit. This included ensuring the internal security of France and preventing potential enemies from invading it. In the end, his poor handling of these issues, and his attempts at expanding his own power at the expense of the papacys, caused confrontation between himself and the papacy, especially with the infamously incorruptible Innocent XI. From 1693, though, Louis was forced to concede and accept that the Vatican was more influential than he, and, as a result, it was better to work with it rather than against it. Louis attitude to his absolutist power had the potential to bring him into conflict with the pope. Louis XIV was a devoted Catholic, but he did not understand the complexities of theology. Louis received spiritual advice from the Jesuits, a persuasive organization of priests who attempted at any cost to further the interests of heaven. Harlay, the archbishop of Paris, was the kings chief adviser on ecclesiastical affairs; and, he was more than happy to tell the king what he wanted to hear as were most of his advisers. Louis also believed in the Divine Right of Kings, that God had chosen him to be king. This had the power to bring him into conflict with the Pope. Louis liked to present himself as the Frances saviour from disunity and strife, not least because his birth had been so unexpected. Louis showed disregard for the Pope when, in 1662 he demanded and received a full apology from the Pope after an altercation between the Popes Corsican Guards and the French Ambassadors guards in Rome. Louis was grateful to the Pope for issuing a bull condemning the Jansenists, against whom Louis was waging a vendetta. Beneath the surface, though, was the powerful force of Gallicanism, a movement which resisted papal interference in French religious affairs. B. Louis attempt at extending his influence over Church affairs in France was done mainly at the expense of Rome. 1. In 1673 Louis issued a royal declaration, claiming that he was entitled to the regale in all parts of the realm, not just in northern France. This was an ancient custom, by which the king took the money from vacant bishoprics. The Pope supported the appeal of two French bishops in the Midi. Innocent XI remarked that it was not for the king to alter the customs of the church. 2. This provoked a furious response from Louis XIV, who now encouraged the influential Gallican movement. 3. In March 1682, the French bishops published the Gallican Articles. These were anti-papal, pronouncing that kings and princes were not subordinate to Rome in spiritual matters and that, the popes decisions could be altered if they did not have the approval of the whole church. These were inflammatory and highly offensive to Rome. 4. Innocent XI responded by refusing to consecrate any more French bishops, so that before long no less than 35 dioceses were unfilled. 5. In 1687, Innocent also cancelled the criminal immunity of the French embassy in Rome. 6. Louis informed his ambassador to defy papal authority, only for the ambassador to receive excommunication and Louis to be threatened with it. C. Louis hatred of Protestantism and, by implication, potential enemies to his relam did not particularly impress Rome. 1. Here, you need to summarize the reasons why Louis had it in for the Huguenots. Louis was especially shocked and horrified at them after his Dutch War, which ended in 1678. His foreign policy and religious persecution were inextricably linked. Louis wanted to reunite foreign lands with France and impose not only territorial uniformity on them, but also religious uniformity on his French subjects. How else could he claim to be an absolutist king if the presence of the Huguenots made his religious authority in France something less than absolute? 2. Also, discuss the implications of the revocation of the Edict of Nantes, with the edict of Fontainebleau in 1685. 3. Innocent XI was particularly unimpressed with Louis edict of Fontainebleau, since he was at the time a joint crusade of Catholics and Protestants against the Turks. Innocent reasoned, perhaps correctly that Louis looked more to the advantages of his realm than to the kingdom of God. D. Louis attempts at extending his influence over Church affairs in other territories also alarmed Rome. 1. Louis concern about the election to the Archbishopric of Cologne similarly led to problems between he and the pope. Louis reasoned that the Archbishopric of Cologne was crucial to French security. It was a Catholic outpost in Protestant territory. It was also strategically and geographically vital, since it had provided Louis with access to Holland in 1672. The death in 1688 of the French puppet in Cologne, Maximilian-Henry brought pope and king into direct conflict. Louis XIV wanted another French puppet to be in control of the bishopric; his enemy, the Elector of Bavaria, wanted a different candidate, who would advance the interests of the German princes. The pope was called in to confirm a candidate. The pope would be neither bribed nor cajoled into doing Louis bidding and appointing the French candidate; instead, he appointed the German candidate to Louis humiliation and horror. 2. Louis retaliated with outrageous anti-papal propaganda and violence; he seized the papal state of Avignon in southern France. This embarrassed French Catholics and appalled public opinion throughout Europe. E. Louis need for papal support led him to reverse his policies towards the papacy. 1. Reconciliation was assisted by the death of Innocent XI in 1689. 2. In 1693 Louis withdrew the Gallican Articles and a compromise was reached over the regale. 3. Now, he especially needed the support of the pope against the French Jansenists: he now had to appeal to the Pope before he could impose his policies on his own people.

Zara Analysis Research Paper Example | Topics and Well Written Essays - 1000 words

Zara Analysis - Research Paper Example Inditex’s portfolio includes eight retail brands including Massimo Dutti, Bershka, Zara, Zara Home, Oysho, Uterque, Stradivarius and Pull & Bear. Although each of these brands pertains to retail textile and distribution, for Inditex each one represents a different strategic business unit. The flagship brand however, is Zara. According to Reuters, Zara’s owner Inditex reported 32% increase in profit in the first half of the year 2012, sales worth of 7.2 billion Euros and EBITDA of 1.6 billion as compared to forecasts of 7.1 billion and 1.6 billion respectively. The percentage of operating expenses from sales reduced to 37.16 percent as opposed to 38.04% last year, this indicates that there is a higher percentage of revenue keeping other factors same. According to BBC website, the net sales have risen by 17% to 7.2 billion Euros. The opening of new stores by 2012 has also increased by 7%, thus now Inditex has 5,693 stores in 85 countries (www.bbc.co.uk). The company has also invested extensively in their home market of Spain, with the hopes of upgrading the commercial and logistic activities to boost their world-wide operations. Since Zara has presence in more than 85 countries of the world, the brand needs to adapt to the political environment of the country they are operating in. For France is particular Zara needs to consider the following aspects of the macro environment: The European financial crisis and the fluctuating value of the Euro have a strong impact on fashion apparel retailers. However as opposed to high-end French fashion brands, Zara is a medium tier brand. So the fashion-conscious target audience has also become price sensitive, this works in favor of Zara France is one of the best developed economies in the world. Thus the women in France are very internet savvy, so Zara needs to utilize the vast possibilities of online retailing as well. According to Annual Report 2011, social media and

Globalisation,Transnationals and Economic Development in Uk(78114003) Essay

Globalisation,Transnationals and Economic Development in Uk(78114003) - Essay Example sult of such a trend, the globalization - as an idea or an activity – has been expanded in most of countries around the world creating specific obligations and rights for both the states and the individuals. Current paper examines the effects globalization in the local economic development of UK particularly in relation with the position and the activities of the transnationals. It should be noticed that the analysis of the above subject is taken place presenting at a first stage the current situation in the international community (regarding this particular issue) and at a next level, the findings are compared with the ones of the UK financial market in order to formulate a secure assumption on the problem. On the other hand, a series of particular issues are been exposed (with reference to the UK market) which should be considered before arriving in any conclusion regarding the specific subject. The post-World War II ‘phenomenon of globalization-the increasingly close international integration of markets both for goods and services, and for capital - may in many ways be viewed as a resumption of a trend observed in the world economy a century ago; by some measures, international economic integration increased just as much in the 50 years before World War I as in recent decades, and reached comparable levels; then, as now, integration was driven in large part by the proliferation of markets and rapid technological change. The process was interrupted and reversed from 1914 to after World War II’ (World Economic Outlook, 1997) Globalization is a term ‘variously employed, even by experts within a single discipline; moreover, there is substantial debate, not only about its definition, but also about whether it is actually occurring, its significance, and how it shapes our future’ [8]. At its most accepted form globalization ‘rests upon, or simply is, the growth in international exchange of goods, services, and capital, and the increasing levels of

Sexual orientation prejudice and homophobic bullying

Sexual orientation prejudice and homophobic bullying In todays society, many homosexual individuals are dealing with harassment, threats, and violence on a daily basis. Homosexuals are far more likely to be victims of a violent hate crime than any other minority group in the United States, according to a new analysis of federal hate crime statistics (Southern Poverty Law Center, 2010). Research shows that almost two thirds of lesbian, gay and bisexual teens experience homophobic bullying in British schools (Equality and Human rights commission, 2007). Similarly, many homosexual teens in U.S. schools are often subjected to such intense bullying that they are unable to receive a satisfactory level of education (Chase, 2001), with 28% of gay students dropping out altogether (Bart, 1998). Homophobic bullying is currently an issue of epidemic proportions in society today, so much so that both the British Prime Minister David Cameron, the U.S. President Barack Obama, and many more politicians, activists and celebrities have recorded personal messages for the It gets better campaign, a project set up in September 2010 to inspire hope for gay youth facing harassment. This campaign came about as a response to the recent string of suicides among young homosexuals in the U.S. I feel that the design of an intervention to tackle the problem of sexual orientation prejudice and homophobic bullying is of the upmost importance to society, as the benefits to society from reducing homophobic bullying would far outweigh the costs of funding this intervention in schools. The harm from bullying and the toll it takes not only on young homosexual teens but also to society at large is far greater than people realize. I feel it is less likely that a youngster will succeed in life and have the ability to fully contribute to society without an adequate level of education. Statistics show that anti-gay bullying truncates a childs academic ability to excel for example, 7 out of 10 pupils who experience homophobic bullying state this has an impact on their school work and also their attendance (Stonewall, 2007). And the cost, while initially about the child, is a greater cost to us as a society in the long run. However, perhaps the most significant cause of concern to society is the grave issue of suicides committed by gay teens. In September 2010 alone, 5 young people, victims of homophobic bullying, committed suicide. One of these victims, 18-year-old Tyler Clementi, jumped off the George Washington Bridge in New York City after discovering classmates has posted videos of his sexual encounters on the internet. Another, thirteen-year-old Asher Brown, shot himself after severe harassment by fellow classmates. I feel that this snowball effect of teen suicides in the U.S. highlights the damaging effect of homophobic bullying to society, and I am proposing an intervention to prevent such occurrences from escalating. Aims The aim of this intervention is to reduce the incidences of homophobic bullying behaviour in the mainstream school setting by changing attitudes towards homophobic bullying. In order to do this I would suggest educating pupils on issues around sexual orientation and also on the severe negative consequences of bullying. I would introduce weekly classes in the curriculum designed to focus on these particular issues for example, it could be taught in pastoral care classes, not only with the aim of educating the children and reducing the bullying, but also empowering pupils to report bullying. One recent study which has had major success with the introduction of a gay awareness class was Stoke Newington School in London. In one lesson, pupils were taught about significant gay historical figures who positively contributed to society, such as authors and playwrights James Baldwin and Oscar Wilde, artist Andy Warhol, and mathematician, computer science pioneer and war time code breaker Ala n Turing. Elly Barnes, the teacher who runs the class in Stoke Newington School, stated that, four years on from when she initiated the scheme, homophobic bullying has been more or less eradicated in the school (Learner, 2010). I feel that this case is a positive and pioneering exemplar from which many schools could learn. Design As I feel a one-time lecture on homophobic bullying would have little impact on levels of bullying in the long-term, I am proposing a weekly class to be run in schools with the agenda of educating pupils on issues around sexual orientation and also on the severe negative consequences of bullying. I would introduce weekly classes in the curriculum designed to focus on these particular issues for example, it could be taught in pastoral care classes, not only with the aim of educating the children and reducing the bullying, but also empowering pupils to report bullying. I am proposing that the intervention take place at the school setting, as bullying so often stems from within the school environment, and the aim is to eradicate this at the grass roots. Methods Before starting the intervention I would measure the pupils attitudes towards homosexuality using an affective questionnaire and a cognitive questionnaire the Index of Homophobia (Hudson and Ricketts, 1980) and the Modified attitudes towards sexuality scale (Price, 1982), respectively. I would then ask students to fill out these questionnaires again at the end of the school year so as to measure whether attitudes have been improved following the intervention. I would use a direct approach to reduce the sexual orientation prejudice by including a weekly pastoral care class into the schools curriculum in which educators would promote diversity in multicultural societies, group equality, and teach pupils about the history of the Gay Rights Movement. I would also aim to get the pupils involved by having group discussions and role-plays to increase empathy for outgroups, and by bringing in gay guest speakers in order to improve understanding and attitudes, and to correct some misguided stereotypes and faulty generalisations that heterosexual pupils may hold against their homosexual classmates. I would also hope that having the chance to meet a positive role model from the gay community who does not conform to the negative stereotypes would create dissonance-induced attitude change. I would attempt to change the social norms of the school environment, by introducing a zero tolerance policy in the school, which states that no-one shall be discri minated against for their religion, race, disability, or sexual orientation, and educate the teachers so that they also must follow this policy. Also, I would set aside a class to talk about the issue of derogatory phrases and how they could make gay students feel, as a recent study showed that 97% of gay pupils hear offensive phrases such as dyke, bender or poof used in school and 98% of gay pupils hear the phrases thats so gay when people are referring to something they feel is rubbish or stupid (Stonewall, 2007). The intention would be to create perspective-taking (i.e. How would you feel if you were gay and heard those derogatory phrases?) and instil empathy for the outgroup. One theoretical framework which supports this is the Intergroup Contact Theory (Allport, 1954). Allport proposed that intergroup contact between two groups should reduce prejudice as long as the following were present: common group goals, equal status, intergroup co-operation and support of authorities. Therefore in the intervention, I would set tasks which both groups would have to work on to achieve a superordinate goal, I would structure the task so as the groups must rely upon each other in order to achieve this superordinate goal, and I would make sure that equality of all sexual orientations is promoted. The school itself and its educators would constitute as the authority which supports both groups. I feel that this would work in either a real situation (whereby gay individuals have disclosed their sexuality to their classmates and feel confident to be categorized as homosexual) or in an imagined situation (for example, a role-play, as many pupils who are gay may not wish to d isclose this information, nor would we force them to do so). I believe that the latter may well occur as in order to avoid social stigma many gay young people hide their sexuality. Therefore, in this instance I would use the theoretical framework of Imagined Intergroup Contact (Crisp Turner, 2009). This theory suggests that simply getting participants to conjure up a mental simulation of a positive intergroup encounter leads to improved attitudes towards the outgroup. I would also use indirect approaches to reduce prejudice by educating pupils on moral reasoning, promote egalitarianism within the school setting, and promote respect, understanding and tolerance of others no matter what their background is. I would also incorporate modern media into the school environment, such as using examples from music, film and TV programs to teach pupils about other cultures and groups. This is supported by the Parasocial contact hypothesis theory (Schiappa, Gregg and Hewes, 2005), which states that the illusion of face-to-face contact with interaction can change prejudices, as people process mass media relationships in the same way as they process real-life interpersonal interactions. Schiappa, Gregg and Hewes (2005) found that parasocial contact reduced prejudice toward the outgroup. Although the intergroup contact theory can be used for many groups such as opposing ethnic minority groups, opposing religious groups, opposing sports teams and so on, research has shown that the theory has been particularly successful in reducing prejudice toward homosexuals. Applying the intergroup contact theory to sexual orientation groups, Herek (1987) found that heterosexuals who had experience of pleasant interactions with a homosexual tend to accept the homosexual community in general. It was also shown that increased contact with a homosexual was a better predictor of changed attitudes than any other factor, including gender, race, socioeconomic background and so on (Herek and Glunt, 1993). I would also create a classroom discussion about why certain individuals may feel threatened by homosexuals, and address the issues as to why this symbolic threat may come about, such as perceiving that your ingroups moral values and religious beliefs are different from the outgroups. I would increase perceptions of similarity between hetersexuals and homosexuals by highlighting examples of gay individuals who are good role models, religious, and so on, to show that they are not so different from straight people. One issue we must think about when introducing such curriculum into the school setting is whether parents will approve. I would propose sending letters home to parents detailing the intentions behind the sexual orientation awareness class and highlighting the need to reduce bullying within the school. However, I would ensure that children could withdraw from the class if they strongly wish to do so; as some of the pupils families or religious/cultural communities may be homophobic and may disapprove of their participation, and we would not want the pupils to suffer negatively from attending this class, for example, to become ostracised from their community. Therefore we would strongly encourage students to take part, but would not force it upon them. However, the teacher who pioneered the gay awareness class in the Stoke Newington School in London, Elly Barnes, stated that she has only ever received a few complaints A parent complained after her son told her he had seen a film at th e school that showed two men kissing. I told her we are an inclusive school and it is part of the curriculum(Learner, 2010). In conclusion, I propose that a school-based intervention is essential to reduce sexual orientation prejudice and homophobic bullying amongst teens in schools. I would hope that a curriculum which promotes diversity, understanding, acceptance and equality will go a long way in reducing homophobic bullying and equally, I am optimistic that the introduction of an anti-discrimination policy which all students and teachers must follow will help protect the students. Resources Allport, G. W. (1954). The nature of prejudice. Cambridge, MA: Perseus Books Bart, M. (1998). Creating a safer school for gay students. Counseling Today. Chase, A. (2001). Violent Reaction; What do Teen Killers have in Common? In these Times. Crisp Turner (2009). Can Imagined Interactions Produce Positive Perceptions? Reducing Prejudice Through Simulated Social Contact. American Psychologist, Vol 64, Issue 4, pg.231-240. Herek, G. M. (1987) The instrumentality of attitudes: Toward a neofunctional theory. Journal of Social Issues, 42, 99-114. Herek, G. M., Glunt, E. K. (1993). Interpersonal contact and heterosexuals attitudes toward gay men: Results from a national survey. Journal of Sex Research, 30, 239-244. Hudson, W.W. Ricketts, W.A. (1980). A strategy for the measurement of homophobia. Journal of homosexuality, 5, 357-372. Learner, S. Making homophobia history. In The Guardian, p5 of the EducationGuardian section, October 26th 2010 issue. Price, J. H. (1982). High school students attitudes toward homosexuality. Journal of School Health 52: 469-474. Schiappa, E., Gregg, P., Hewes, D. (2005) The Parasocial Contact Hypothesis. Communication Monographs, 72, 92-115 The School Report The experiences of young gay people in Britains schools. (2007) Stonewall. Under attack (2010) The Intelligence Report, Southern Poverty Law centre, Issue 40. Valentine, G. Wood, N. (2010) The experiences of lesbian, gay and bisexual staff and students in higher education. Equality and Human rights commission, research summary 39.

Evidenced Based Practice Essay -- Nursing

Evidenced Based Practice ( EBP) is essential to enable all nurses to provide the most current up to date practises for their patients. This process involves research, systematic review of current practices, critical thinking skills, evaluation and application to clinical practice taking into account patient preferences. It is vital for nurses professional autonomy to be able to justify their actions and demonstrate an understanding of why they perform the tasks they do. This defines them as unique professionals judged by their knowledge and not simply by their hands on skills. As stated by McSherry, Simmons & Pearce (2002); â€Å"Nurses are responsible for the care they provide for their patient. They have to be active, competent and autonomous in providing this care and be able to justify what they do. It is no longer acceptable for nurses to base care on ritual and tradition- they must be able to justify the decision they have made about appropriate care and treatment on the basis of a professional expertise which includes using research evidence to inform practice.† (p.1). One of the best known definitions of evidence based practice is; â€Å"The conscientious, explicit and judicious use of current best evidence about the care of individual patients.† (Sackett et al. 1997, as cited in Holland & Rees, 2010, p. 7). Individualised care and research is not a new concept. Florence Nightingale first demonstrated this through her note taking and analysis of data. As a result mortality rates were reduced for medical and surgical patients as hygiene practises were improved. (Schmidt & Brown, 2009). For today’s nurses this transcribes into using the best research knowledge to make clinical decisions that benefits the patient. This involves q... ...J .V., & Smyth, R.L. (Eds.). The evidenced- based practice manual for nurses. Sydney, NSW: Churchill Livingstone. Polit, D.F., & Beck, C.T. (2010). Essentials of nursing research: Appraising evidence for nursing practice. (7th ed.). Philadelphia, USA: Lippincott Williams & Wilkins. Rees, C. (2010). Understanding evidence and its utilization in nursing practice. In Holland, K., & Rees, C. (Eds.). Nursing: Evidence-based practise skills. New York: Oxford University Press. Schmidt, N.A., & Brown, J.M. (2009). Evidence-based practice for nurses: Appraisal and application of research: Sudbury, Mass: Jones and Bartlett Publishers. Stillwell, S.B., Fineout-Overholt, E., Melnyk, B.M. & Williamson, K. M. (2010). Evidence- Based Practice Step by Step: Asking the clinical question: A key step in evidence- based practice. American Journal of Nursing, 110(3),58-61.

Causes and Effects of the English Language Essay

In America, English is the national language. However, with many different cultures and ways of life, everyone doesn’t speak the same English. In the north, people tend to speak clearly and to some this is correct. In the south, people tend to tie their words together and to some this is incorrect. Ultimately, the question is, is what is good language what is bad and what causes the two. In Orewell’s piece, he criticizes the English language starting from the teachers who teach us on to the authors who entertain us. He emphasizes how bad language begins with those to people and their bad habits. He also stresses that if we â€Å"remain strong in this fight against bad English† then we will soon overcome the bad habits and whatnot. Orewell talks about dying metaphors and usage of words that aren’t in layman term. He suggests that when authors use common metaphors and uncommon scientific words, they are writing incorrectly. Consequently, readers and other writers are reading, writing, and learning incorrectly. In my opinion, Orewell’s essay was not efficient in any way. He was nothing short of a hypocrite doing what they do best. He speaks of creative writing and original methapors, but he uses neither. He speaks of using cumbersome words that nobody relates to, yet the majority of his essay was written as if he spoke old English. He doesn’t follow any of the rules that he strongly suggests will bring us out of this fight of bad English. He’s setting no example for the so-called unrightfully successful authors and novice writers. The English language has many different meanings, expressions, causes and effects. So many, that there can no be one specific person determining which are the most perfect. As stated before different regions of the U.S. determine how those people talk, so unconsciously people read and write the way they speak. Many authors use metaphors to allow the audience to better relate to the message their relaying. Many authors use scientific and uncommon words to help broaden their readers vocabulary and to expose them to more than they knew before reading their piece. These critical readers  pick up dictionaries and thesauruses and begin to further explore the language they’re so familiar with. Orewell is neither the most qualified nor perfect person to suggest how authors should write. After all, no on is criticizing his piece and how it negatively drew the audience in. If he is criticizing the way English is taught then he’s ultimately criticizing the way people interpret. Many people are doing just fine without Orewell’s negative views of the English language.

Schizophrenia Paper - 990 Words

Schizophrenia is a complex and highly debilitating mental illness that we are currently unable to treat in any way that guarantees success or return to previous function. It affects around 1% of the population and is associated with a thirteen-fold increase in the likelihood of suicide, so its effective control is paramount (Gogos et al., 2015). There have been several hypotheses as to the cause of schizophrenia. Many link genetic and environmental factors, and dysregulations of neurotransmitters dopamine, glutamate, and serotonin (Egbujo, Sinclair, Hahn, 2016). The dopamine hypothesis currently suggests that hyperactive dopamine transmission in the basal ganglia leads to psychosis and underactive dopamine transmission in the prefrontal†¦show more content†¦A medication with these properties would be difficult to develop, but potentially quite beneficial and efficacious. Literature Review It is hypothesized that dysregulation at the presynaptic terminals can impact functionality at post-synaptic terminals and alter dopamine and glutamate levels (Egbujo et al., 2016). This impact on dopamine and glutamate could be the precursor to the altered functional connectivity seen in schizophrenia (Egbujo et al., 2016). The molecular processes that underlie this process include presynaptic SNARE proteins, synaptic membrane proteins, synapsins, syntaxin-1, synaptobrevin, and complexins (Egbujo et al., 2016). In many cases, these proteins are under or over expressed in certain areas of the brain crucial to schizophrenia (Egbujo et al., 2016). The overall mechanism operating efficiently would involve neurotransmitter recruitment and concentration within vesicles, targeting the pooled vesicles to the presynaptic terminal, and vesicle exocytosis, endocytosis, and recycling (Egbujo et al., 2016). 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